STATE OF UNIVERSITY EDUCATION IN KENYA

Transcription

1 COMMISSION FOR UNIVERSITY EDUCATION Quality: The Agenda STATE OF UNIVERSITY EDUCATION IN KENYA Written By: E. Mukhwana, S. Oure, S. Kiptoo, A. Kande, R. Njue, J. Too and D.K. Some July 2016 ISBN i P a g e

2 STATE OF UNIVERSITY EDUCATION IN KENYA Corresponding Author: Eusebius J. Mukhwana, PhD Citation: E. Mukhwana, S. Oure, S. Kiptoo, A. Kande, R. Njue, J. Too and D.K. Some. State of University Education in Kenya. Commission for University Education. Discussion Paper 04. Nairobi, Kenya. ii P a g e

3 2016 Commission for University Education, Kenya This publication is copyrighted by The Commission for University Education. It is licensed for use under the Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License. Unless otherwise noted, you are free to copy, duplicate or reproduce, and distribute, display, or transmit any part of this publication or portions thereof Without permission, and to make translations, adaptations. The work must be attributed, but not in any way that suggests endorsement by the Commission for University Education or the author(s). This work may not be used for commercial purposes. If this work is altered, transformed, or built upon, the resulting work must be distributed only under the same license. Any of the above conditions can be waived if permission is obtained from the copyright holder. Nothing in this licence impairs or restricts the author s moral rights. Fair dealing and other rights are in no way affected by the above. The parts used must not misrepresent the meaning of the publication. The Commission for University Education would Appreciate being sent a copy of any materials in which text, photos etc. have been used. ISBN: ISBN iii P a g e

4 Foreword The Commission for University Education was established by an Act of Parliament, the Universities Act No. 42 of 2012, to regulate coordinate and assure quality in university education in Kenya. As a result of growth and expansion of the university sub-sector, the Commission was established to oversee, monitor and make better provisions for the advancement of quality university education in the country. One of the key mandates of the Commission is to collect, disseminate and maintain data on university education besides promoting regulating quality research in both public and private universities in Kenya. Data and information is critical in bringing out issues and informs strategic operational and planning processes; as well forming the basis upon which new policies are formulated. We note as a Ministry that University education has been expanding rapidly since independence. In the past we have not been able to collect acurate data and information about the sector. We are happy that through this report, the country is getting the first ever status report about the University sector in Kenya. I want to laud the Commission, through the Plnning, rsearch and Development Division for this momentous achievement. The Ministry of Education, Science and Technology (MOEST) and other stakeholders in the sector are committed to the provision and utilization of data.this is engendered through a data management framework that contributes towards improving policy formulation, planning, budgeting, decision-making and instituting program interventions. This will enhance the general performance of the sector and provide an opportunity for the progress made towards achieving the country s development objectives as set out in the Medium-term Plan of ; the National Education Sector Plan and the Strategic Plan ; the national development strategies in Vision 2030 and the Constitution of Kenya, This State of University Education in Kenya publication has come at the right time. The is comprehensive it has provided data on the most critical areas of enrolment, staffing, graduation trends and financing which are very critical to the Ministry of Education, Science & Technology. I would like to assure all education stakeholders that the Ministry is committed to institutionalizing and automating data collection in the country. I am happy to note that the Commission has fully automated its data collection processes and is working closely with Universities to implement the same. Dr. Fred O. Matiang i, PhD, EBS Cabinet Secretary Ministry of Education iv P a g e

5 Introduction The role that research plays in identifying problems which afflict society cannot be overemphasized. It is through diligent research and publication of it that breakthroughs in science, technology, agriculture and medicine have been made. Today the world is sitting on the pedestal of Information Technology which is driving all aspects of human endeavor. Learning in schools, Agriculture, Economics and Culture are all interfacing in a seamless manner that has transformed lives. The Government has recognized the important role which research plays in the economic development of the country and has allocated significant funds to it in recent budgets. It has enhanced the capacity and capitation of research institutions to promote more research activities. This publication on the State of University Education in Kenya comes at the right time when the Country grappling with issues of increased student enrolment in our universities, shortage of academic staff and is looking for ways of improving research productivity. I note that the report is being launched at the conference on the state on higher education in Kenya. This is the first ever status report on the sector to be produced since independence. I would like to thank the Commission for University education staff for producing this timely report. The report will go a long way in helping to improve planning and policy formulation for the sector. This is a good beginning and I would like to encourage many such publications which will go a long way in helping the country to understand the dynamics within its educational sector; and put in place mechanisms for improving the same. Prof. Collete Suda, PhD, FNAS Principal Secretary, Ministry of Education, Kenya v P a g e

6 Prologue University Statistics Report presents the first ever-comprehensive university data covering the following key thematic areas: Academic programmes, student enrolment, staffing, graduation trends and finance. This is in line with the specific function of the Commission for University Education stipulated in Section 5 (1) of the Universities Act, 2012 which mandates the Commission to collect, disseminate and maintain data on university education. The Act has also empowered the Commission to regulate private universities. Their data is also contained in this report. Data collected is current, accurate and disaggregated to capture as many variables as possible from the university sector. The dynamics of gender, programme diversification, training, staff-student ratio and financing have all been documented in this report. The report will lay a strong foundation for annual data collection from universities. This will form a rich silo of data; thus empowering the national statistical base with timely and reliable data. Policies and projections will, therefore, be made based on tangible up-to-date data. There will also be greater efficiency in the implementation of projects and realization of targets. In a world that is increasingly managed by information and driven by technology, data is the vital ingredient that makes it sustainable. This report will be handy to the policy makers in State Departments, Private sector, NGOs, Development Partners and any other interest groups who may want to partner with the university sector in matters of training and research. The Commission has put in place a framework for assuring the quality of research and data collection in the university sector. In doing this, the Commission is propelled by ideals enshrined in its Vision, Mission, Strategic Objectives and Core Values. Prof. Henry Thairu, PhD, OGW Chairman Commission for University Education vi P a g e

7 Acknowledgement The University Data Report would not have been possible without the contribution of several people. First, I would like to thank the Commission Secretary, Prof. David Some and the entire Commission fraternity for their steadfast support during the process of collecting and processing the University Data Book. Secondly, I deeply acknowledge the contribution of the University of Groningen, Netherlands led by Prof. Jan Deinum who provided the technical support in the development of the tool and funds for the workshops held with the stakeholders under the auspices of NICHE Project. Thirdly, I would like to thank both public and private universities for their wholehearted support in providing data on key thematic areas: Academic programmes, student enrolment, staffing, graduation trends and finance which have been analyzed in this Report; and for working closely with the Commission in this initiative. Last but certainly not least, I would like to express my deepest appreciation to the team in the Division of Planning, Research and Development for their hard work, commitment and resilience to the task of producing this important Report. These include Prof. Jackson Too, the Senior Assistant Commission Secretary (Research and Development); Ms. Hyrine Matheka, the Senior Assistant Commission Secretary (Planning and Resource Mobilization); Mr. Silas Oure the Planning Officer (Planning and Policy Analysis); Ms. Stella Kiptoo, the Assistant Commission Secretary; Mr. Pius Walela, the Senior Research Officer; Mr. Muriithi Njeru, the Data Analyst; Mr. Reynolds Njue, the Planning Officer (Partnership and Resource Mobilization); and Ms. Alice Kande, the Senior Research Officer all of who worked tirelessly to deliver this first comprehensive report of university sector status. Prof. Ruth N. Otunga, University of Eldoret, is acknowledged for editing and proof reading the final works and Dr. Eusebius J. Mukhwana, the Head of our Planning, Research and Development Division for spearheading this enormous process. The process has produced the first ever status report on university education in Kenya that is comprehensive and backed by data. I recognize and appreciate all those who made some contribution but I have not mentioned their names. I sincerely thank all of you. Prof. David Kimutai Some, PhD Commission Secretary/CEO Commission for University Education vii P a g e

8 Executive Summary The 2015 State of University Report in Kenya has been developed by the Commission for University Education in accomplishing its mandate of ensuring the maintenance of standards, quality and relevance in all aspects of university education, training and research. Specifically the Commission has a duty to collect, disseminate and maintain data on university education and to promote quality research and innovation. This report is organized into ten chapters namely: background information; methodology; universities academic programmes; universities students enrolment; universities academic staff, universities academic staff distribution by rank; universities graduations; universities income and expenditure; major findings; and conclusions and recommendations. Chapter one gives the background and overview of the Commission for University Education. It presents the mandate, functions, vision and the mission of the Commission as well as the Commission s core values. Chapter two presents the methodology used in coming up with this publication. It broadly covers the development and validation of the data collection instrument; the data collection and processing; and validation of data. The data also presents the limitation of the data. Chapter three presents universities academic programmes. It begins by giving a summary of universities academic programmes in public and private universities. The academic programmes are further clustered and classified in terms of university categories. The chapter further gives the implications of the universities programmes in view of Kenya s long term development agenda. Chapter four presents universities students enrolment. It gives students enrolment in public and private universities segregated in terms of gender. It also gives enrolment per programme level and enrolment per programme cluster. The chapter analyses male and female enrolment per academic programme level and gives the ratio of academic staff to students. Finally it gives the enrolment of international students and students with disability. Chapter five presents the university academic staff. It begins by giving a summary of academic staff by gender in public and private universities. It gives the qualifications of academic staff and their distribution in the different university categories. In conclusion it gives the policy implications of the staffing trends. viii P a g e

9 Chapter six presents academic staff distribution by rank. It classifies academic staff into professors; senior lecturers; lecturers; assistant lecturers; and graduate assistants. The distribution of these staff into different university categories are given. It further gives academic staff distribution segregated in terms of gender. Chapter seven presents university graduations. It gives the trends of graduations in both private and public universities and also according to university categories. Graduations per programme clusters are also presented. Chapter eight presents universities income and expenditure. It identifies the various income streams and expenditure items in the universities and gives the proportions of each. It further analyses the budget surplus/deficit realized by the universities. It concludes with highlighting the implications of these findings. Chapter nine presents major findings of this study modelled along the following thematic areas: university enrolment; university staffing; university programmes; graduations and university income and expenditure. Chapter ten presents the conclusions and recommendations with regard to enrolment of international students and students living with disability; enrolment in STEM; university academic programmes; and university academic staff and qualifications. Finally the annexes provide comprehensive information of other university data. These are necessary for planning and monitoring of the university sub sector. ix P a g e

10 PLANNING, RESEARCH AND DEVELOPMENT DIVISION The functions of this division are to; The Planning, Research and Development (PRD) Division at the Commission for University Education (CUE) is one of the new functional areas established after the Commission assumed a new structure upon the enactment of the new Universities Act The planning function was initially housed within the Planning, Administration and Finance Division in the earlier structure. It was felt that the mandate of the Commission had a big planning and research component yet these functions tended to be overshadowed by the finance and administration functions. To alleviate this problem, this division was created in August Functions of the Division 1. Promote Quality University Research, Innovation and industry linkages in Kenya; 2. Advise the Cabinet Secretary on University Education Policy issues; 3. Spearhead Monitoring and Evaluation of University Education systems in relation to national development goals; 4. Provide leadership on formulation of the Commission s Research and Innovation agenda; 5. Formulate and review the Commission s Development and Resource Mobilization Strategies; 6. Develop Policy for Criteria and Requirements for Admissions to Universities in Kenya; 7. Collect, Disseminate and Maintain data on University Education in Kenya; and 8. Develop and manage the commission s Performance Management systems (Performance contracting, strategic planning and ISO certification). Division of Planning, Research & Development Planning & Resource Mobilization Research & Development x P a g e

11 Departments within the Division The Division has two Departments 1. Planning and Resource Mobilization (PRM); and 2. Research and Development (RD). Planning and Resource Mobilization (PRM) This Department performs the functions of data collection, analysis and documentation; analysis and review of the commission s policies, strategies and programs; provision of technical advice on critical cross cutting management issues to the commission; undertaking studies on the impacts of social-economic changes in the country on university education; monitoring and evaluation of CUE Research Projects; Coordination of long term planning and development of University Education in Kenya; setting project priorities and ensuring optimal resource utilization; Development and implementation of the commission s Annual work plan, performance management systems (performance contracting and ISO 9001:2008 Quality Management systems); Coordinating the development, implementation and review of CUE s strategic plan, mobilizing resources and managing linkages and partnerships geared towards the promotion of University Education, Managing the education management and research information management systems (RIMS) for university education and research and coordination of University admissions. Research and Development (RD) This department is tasked with the following functions: Conducting research on critical issues in university education; preparation of research funding proposals in support of university education; conducting relevant manpower surveys an studies; publishing and disseminating research findings on university education and research; formulation, implementation and review of university research policies and strategies; liaising with government, university, industry, development partners and research institutions locally and internationally to develop an efficient and effective university research agenda for the country; mobilizing funds and resources to support CUE s and university research; promoting and strengthening the research arm of the commission; developing the capacities of universities and the CUE in fundraising, project management, report and scientific writing, monitoring and evaluation of Research Projects; ensure that universities offer quality postgraduate research training, improved research projects management, develop and implement policies on plagiarism and open access; asses and align university research with the national development agenda including vision Dr Eusebius J. Mukhwana, PhD, HSC Deputy Commission Secretary Planning, Research and Development 1

12 Abbreviations CUE GLUK HELB ICT ISCED JKUAT KAG KAG KCA KENET KICD KU KUCCPS LIA MOEST MOEST NACOSTI NGO NRF OECD PGD PhD PRD PRM PSSP PSSP RD RIMs SDG SDGs STEM Commission for University Education Great Lakes University of Kisumu Higher Education Loans Board Information Communication Technology International Standard Classification of Education Jomo Kenyatta University of Agriculture and Technology Kenya Assemblies of God Kenya Assemblies of God Kenya College of Accountancy Kenya Education Network Kenya Institute of Curriculum Development Kenyatta University Kenya Universities and Colleges Central Placement Service Letters of Interim Authority Ministry of Education, Science and Technology Ministry of Education, Science and Technology National Commission for Science Technology and Innovation Non-Governmental Organization National research fund Organization for Economic Co-operation and Development Post Graduate Diploma Doctor of Philosophy Planning Research and Development Planning and Resource Mobilization Privately Sponsored Students Programme Privately Sponsored Students Research and Development Research Information Management Systems Social Development Goals Sustainable Development Goals Science Technology Engineering and Mathematics 2

13 TVETA UFB UNESCO UOG UON Technical Educational and Vocational Training Authority Universities Funding Board United Nations Educational, Scientific and Cultural Organization University of Groningen University of Nairobi 3

14 Table of Contents... i Foreword... iv Prologue... vi Acknowledgement... vii Executive Summary... viii Abbreviations... 2 Chapter One... 9 Background Information Introduction Mandate Specific Functions of the Commission Vision Mission Corporate Values Chapter Two...11 Methodology Introduction Design of Data Collection Chapter Three...15 Universities Academic Programmes Introduction Academic Programmes in Public and Private Universities Programmes per Cluster Programmes per Cluster in Public Chartered Universities Programmes per cluster in Public University Constituent Colleges Programmes per Cluster in Private Chartered Universities Programmes per cluster in Private University Constituent Colleges Programmes per Cluster in Private Universities with LIA Programmes per Cluster in Registered Private Universities Summary of Programmes in Public and Private Universities Summary of Programmes per Cluster per University Category Implications of the nature of Programmes offered in Universities in Kenya Alignment of Universities Programmes to the Kenya Vision Chapter Four...34 Universities Students Enrolment Introduction Enrolment in Public and Private Universities by Gender Enrolment in Public and Private Universities

15 4.4 Enrolment per Programme Level in Public and Private Universities Enrolment per Cluster in Public and Private Universities Ratio of Male to Female Enrolment per Academic Programme Level Academic Programmes to Students Ratio Enrolment per Cluster per University Category Enrolment per Cluster in Public Chartered Universities Enrolment per Cluster in Public University Constituent Colleges Enrolment per Cluster in Private Chartered Universities Enrolment per Cluster in Private University Constituent Colleges Enrolment per Cluster in Institutions with Letter of Interim Authority (LIA) Enrolment per Cluster in Registered Private universities Summary of Enrolment of students per University Category Enrolment of International Students Enrolment of Students with Disability Chapter Five...57 Universities Academic Staff Introduction Academic Staff by Gender in Universities Academic Staff by Gender and University Category Academic Staff by qualification and University Category Academic staff by Gender, Qualification and University Categories Staff by Qualifications in Public and Private Universities Academic Staff by Gender and Qualification in Public and Private Universities Staff by Gender, Qualification and University Category Summary and Policy Implications Chapter Six...66 Universities Academic Staff Distribution by Rank Introduction Distribution of Academic Staff by Rank and University Category Distribution of Academic Staff by Gender and Rank Distribution of Academic Staff by University Category and Gender Distribution of Academic Staff per Cluster Academic Staff as per Cluster and Rank Academic Staff per Cluster in Public and Private Universities Academic Staff to Student Ratio per Cluster in Public Universities Academic Staff to Student Ratio per Cluster in Private Universities Academic Staff to Student Ratio per Cluster in Public and Private Universities Chapter Seven...82 University Graduations

16 7.1 Introduction Graduation trends in Public Universities Graduation trends in Private Universities Graduation trends in Public and Private Universities Graduation trends per University Category Public Chartered Universities Graduation Trends Public University Constituents Colleges Private Chartered Universities Graduation Trends Private Constituent University Graduation Trends Private Universities with Letters of Interim Authority Graduation Trends Registered Private Universities Graduation Trends Graduation Trends in Public and Private Universities Graduation Trends per Cluster in Public and Private Universities Graduation Trends per Cluster Gender Chapter Eight...96 Universities Income and Expenditure Introduction Summary of Income and Income Streams in Public and Private Universities Proportion of Income in Public and Private Universities Universities Expenditure and Expenditure Items Summary of Expenditure and Expenditure Items in Public and Private Universities Proportion of Expenditure Items Budget Surplus/Deficit Analysis Chapter Nine Major Findings University Enrolment University Staffing Academic Programmes Academic Staff by Rank Graduation University Income and Expenditure Improving Data Collection Process CHAPTER Conclusions and Recommendations Conclusions International Students :3 Students Living with Disabilities Enrolment in STEM Programmes on Offer

17 10.6: Academic Staff and Qualifications Graduation Statistics University Income and Expenditure References Annexes Annex 1: Programmes per Cluster in Public Chartered Universities Annex 2: Programmes per Cluster in Public University Constituent Colleges Annex 3: Programmes per Cluster in Chartered Private Universities Annex 4: Programmes per Cluster in Private University Constituent Colleges Annex 5: Programmes per Cluster in Private Universities with Letters of Interim Authority Annex 6: Programmes per Cluster in Registered Universities Annex 7: Summary of Programmes in Kenyan Universities Annex 8: Enrolment in public universities Annex 9: Enrolment in Private Universities Annex 10: Enrolment in Public Chartered Universities Annex 11: Enrolment in Public Universities Constituent Colleges Annex 12: Enrolment in Private Chartered Universities Annex 13: Enrolment in Private Universities Constituent Colleges Annex 14: Enrolment in Private universities with Letters of Interim Authority Annex 15: Enrolment in Registered Private Universities Annex 16: Post-graduate Diploma Programmes Students Ratio Annex 17: Bachelor Programmes Students Ratio Annex 18: Master Programmes Students Ratio Annex 19: Doctorate Programmes Students Ratio Annex 20: Professors and Associate Professors in Private Universities Annex 21: Lecturers in Private Universities Annex 22: Professors in Public Universities Annex 23: Lecturers in Public Universities Annex 24: Post-graduate Diploma Graduates per Cluster in Private Chartered Universities Annex 25: Post-graduate Diploma Graduates in Private Universities with LIA Annex 26: Post-graduate Diploma Graduates in Public Chartered Universities Annex 27: Bachelors Graduates in Private Chartered Universities Annex 28: Bachelors Graduates in Private Universities Constituent Colleges Annex 29: Bachelors Graduates in Private Universities with LIA Annex 30: Bachelors Graduates in Registered Private Universities Annex 31: Bachelors Graduates in Public Chartered Universities Annex 32: Masters Graduates in Private Chartered Universities Annex 33: Masters Graduates in Private Constituent Universities Colleges Annex 34: Masters Graduates in Private Universities with LIA

18 Annex 35: Masters Graduates in Registered Universities Annex 36: Masters Graduates in Public Chartered Universities Annex 37: Masters Graduates in Public Universities Constituent Colleges Annex 38: PhD Graduates in Private Chartered Universities Annex 39: PhD Graduates in Private Universities with LIA Annex 40: PhD Graduates in Public Chartered Universities Annex 41: Bachelors Graduates in Public Universities Constituent Colleges Annex 42: Public Chartered Universities Graduations Annex 43: Public University Constituent Colleges Graduations Annex 44: Private Chartered Universities Graduation Trends Annex 45: Private university constituent Colleges Graduation Trends Annex 46: Private Universities with LIA Graduation Trends Annex 47: Private Registered University Graduation Trends Annex 48: Academic Staff to Student Ratios as per University Category Annex 49: Academic Staff to Student Ratios as per Qualification Level and University Category Annex 50: Academic Staff by Rank Student Ratio per Cluster Annex 52: University Classifications

19 Chapter One Background Information 1.1 Introduction The Commission for University Education was established by an Act of Parliament, the Universities Act No. 42 of 2012 to regulate, coordinate and assure quality in university education as a result of rapid growth and expansion of the university sub-sector in Kenya. The Commission was established to initiate standards and policies that would strengthen the gains realized and provide remedies to areas of weakness in the sector. Pursuant to Vision 2030, founded on the social, economic and political pillars; the university sub-sector will contribute in promoting research and innovation immensely. Provision of timely, accurate and reliable data will stimulate growth and development of the country. This is what the Commission is committed to doing. 1.2 Mandate The mandate of the Commission is to ensure the maintenance of standards, quality and relevance in all aspects of university education, training and research. The Commission mainstreams quality assurance practices in university education and encourages continuous improvement in the management of the quality of university education. The enactment of the Universities Act, 2012 extended the quality assurance mandate of the Commission to cover both public and private universities. 1.3 Specific Functions of the Commission The specific functions of the Commission for University Education are stipulated in Section 5 (1) of the Universities Act of 2012 as follows: a) Promote the objectives of university education; b) Advise the Cabinet Secretary on policy relating to university education; c) Promote, set standards and assure relevance in the quality of university education; d) Monitor and evaluate the state of university education systems in relation to the national development goals; e) License any student recruitment agencies operating in Kenya and any activities by foreign universities; 9

20 f) Develop policy for criteria and requirements for admission to universities; g) Recognize and equate degrees, diplomas and certificates conferred or awarded by foreign universities and institutions in accordance with the standards and guidelines set by the Commission from time to time; h) Undertake or cause to be undertaken, regular inspections, monitoring and evaluation of universities to ensure compliance with set standards and guidelines; i) Collect, disseminate and maintain data on university education; j) Accredit universities in Kenya; k) Regulate university education in Kenya; l) Accredit and inspect university programmes in Kenya; m) Promote quality research and innovation; and n) Perform such other functions and exercise such powers as the Commission may deem necessary for the proper discharge of its mandate under the Act. 1.4 Vision Accessible, relevant and sustainable quality university education 1.5 Mission To regulate and assure quality university education by setting standards & guidelines and monitoring compliance to achieve global competitiveness. 1.6 Corporate Values Professionalism; Integrity; Teamwork; Accountability; and Responsiveness. 10

21 Chapter Two Methodology 2.1 Introduction University data is one of the most important information required from the universities. The MOEST needs this data regularly to plan and provide for the various needs in the university sector. As a regulator, the Commission is best placed to collect and analyze data before submitting a report to the MOEST. Data not only enables good planning, but also informs policy and Sessional papers that the Ministry prepares from time to time. This effort is based on the belief that no meaningful national development can be achieved without empowering the national statistical database with timely and reliable data. Policies built on evidence will be better at targeting their purpose and increasing efficiency. In an ever dynamic, sophisticated and knowledge-driven world, data is the vital ingredient that makes it sustainable. Analyzed data engenders prudent decisions and realistic projections. The data collected from both public and private universities covers various aspects in the university such as enrolment, staffing, programmes, staff qualification, graduation trends and enrolment of students with disabilities. This data will lay the foundation for statistical information which will offer a reliable database for designing evidence-based policy in universities in Kenya and form the basis for further research and analysis. Policy makers, researchers, postgraduate students, State Departments, Non-Governmental Organizations and numerous other stakeholders in the education sector will find this l data output invaluable. 2.2 Design of Data Collection The design of this data collection process was quantitative. The target population was students and academic staff in all public and private universities in Kenya. The sampling design was a saturated census in which all the cases were considered. Data was collected over a period of six months: from September 2015 to March There were 68 public and private universities at the time of collecting the data. However, four were ineligible because they had just been awarded the charters and did not have the target information. 11

22 Data was collected using a questionnaire with five key thematic areas namely: Academic programmes, students enrolment, staffing, graduation trends and Income & Expenditure. With respect to academic programmes, the International Standard Classification of Education (ISCED) developed by UNESCO was adopted. It classifies programmes offered in universities into twenty-one and provides a means for comparison of education statistics and indicators across countries through uniform and internationally agreed definitions. The tool captured enrolment of students in public and private universities desegregated by gender, academic level, country of origin and disability. For academic staff; gender, academic qualification, establishment and tenure (i.e. whether full time or part time) were captured in the tool. Data collected on graduation trends covered four years from 2012 to This was desegregated by gender and academic level while data on finances focused on the sources of funds and expenditures over a four-year period. Development and validation of the Data Collection Instrument Staff in Research and Development section of the Commission, in conjunction with research experts from the University of Groningen in Netherlands, developed the tool for collecting data from universities. In order to secure its validity and usability, it was subjected to two validation workshops, each lasting four days. Two officers from each university (Registrar and Quality Assurance Officer) were invited for the workshops. In the first workshop, the existing gaps, the university sector database and the need for data for planning purposes was explained. The suspicion that plans to collect data for some punitive action was dispelled at an early stage. The officers were taken through the tool to be familiar with each item and to seek clarification where there was any misconception. The intense discussions which followed contributed significantly to the improvement of the tool. The tool was in Excel sheet format and they were required to fill the sheet and submit to the Commission. After three months a second workshop was convened. The purpose of the second workshop was to review the progress of compiling data and submitting the same to the commission. The Commission had noted with concern the slow pace of transmitting the data. This was also an 12

23 opportune time to address any difficulties in keying in data. Indeed, it was in this second session of the workshop that some challenges emerged. The first such a challenge was the information required of them to indicate the County of student enrolment. They reported that their registration forms had not yet been updated to capture county information. Consequently, the space for that information was left blank. The second challenge was the classification of programs into clusters. It was observed that the UNESCO Classification Standard does not capture all programs in universities in Kenya. Most universities placed those programmes which did not fit into any of the listed clusters as other. The third challenge was filling in the staff per program - especially the part-time and full-time staff. There were concerns of double counting in situations where some part-time lecturers serviced more than one university. All these issues were addressed and a mutual agreement arrived at on how to fill and harmonize the data. In so doing, both the content and construct validity were achieved. Data Collection and Processing Questionnaires were sent to each university through their addresses available in the Commission database. This was followed by phone calls to confirm that questionnaires had been received. The contact persons in universities were the academic registrars and/or quality assurance officers. In cases where the two could not be reached, the vice chancellors were contacted. The response rate was quite poor at the beginning, but as the deadline set drew closer, the return rate improved. However, some universities failed to submit the data even after the deadline had passed. Phone reminders yielded little as promises were made for delivery but not honoured. In some instances the phone calls were not answered. It took the intervention of higher authorities in the Commission to have the data submitted. Data received from universities were collated and entered into one main excel sheet. This was done with the help of two interns in the Division of Planning, Research and Development. Then Planning and Research officers in the Division were assigned thematic areas to extract data from excel sheet and analyze according to the following variables: university programmes, student enrolments, staff qualifications and establishments, graduation trends and finance. Descriptive 13

24 statistics, which included frequency tables, percentages, ratios, charts and graphs were used to analyze data. These were then compiled into one document. Validation of Data Data validation was done in a third stakeholders workshop attended by the Registrars and Quality Assurance officers from all universities. Together with the Officers from Planning, Research and Development Division from the Commission, they engaged in cross-checking and verifying data from the universities. In attendance also, were research experts from the University of Groningen, Netherlands. Analyzed data output was interrogated to ascertain its validity and reliability. Where there were doubts or anomaly, the original data entries were scrutinized and appropriate analyzes done. Limitations of Data Data collection was not without challenges. There were blank spaces left by some universities, especially with regard to privately sponsored students. Classifying students as either selfsponsored, Government-sponsored or Distance learners was a challenge. The tool did not also provide entry for students with multiple disabilities. Some universities admitted not being certain of where to place the programmes they offered against the UNESCO classification, while some programmes they offered were not listed in the classification. There was a challenge of staffing, particularly in private universities where virtually all their staff were on part-time arrangement and were mostly employed in public universities. There was the likelihood that lecturers who were counted in public universities may have also been counted in private universities. However, this was limited to the private universities with Letters of Interim Authority (LIA) and may not have had a significant effect on the overall statistics on staffing. Financial information was incomplete or was not provided in accordance with the instructions given. Differences in financial years between private and public universities were also a challenge. However, consultations were made to enter appropriate figures. 14

25 Chapter Three Universities Academic Programmes 3.1 Introduction University education is a critical component of human resource development. With the convergent impacts of globalization, the increasing importance of knowledge as a main driver of growth, and the information and communication revolution, an educated populace is vital in today s world. There is growing evidence that university education is vital to a country s efforts to increase social capital and promote social cohesion which is an important determinant of economic growth and development. It is pertinent to note that for a university to be globally competitive and address the challenges of the 21 st century, the programmes offered should be aligned to the dictates of the market to ensure quality and relevance. In Kenyan, education and training is expected to be the principle catalyst towards realization of the social pillar in Vision 2030.The Vision places great emphasis on the link between Education, Training and the labour market as well as the need to create entrepreneurial skills and competencies. There s therefore, great reliance on education and training to create a sustainable pool of highly trained human resource capital that will underpin the national ambition of being a knowledge-based economy. This chapter discusses programmes offered in universities, classified into bachelors, post-graduate diploma, masters, and doctoral levels. The chapter looks at the concentration of these programmes in the various clusters as prescribed by ISCED. The chapter begins with a summary of programmes in public and private universities followed by programmes per cluster across the six university categories as well as the programmes per cluster for each of the university levels. 15

26 3.2 Academic Programmes in Public and Private Universities University programmes were classified into four levels namely: bachelors, post-graduate diploma, masters, and doctoral. Bachelors level had the highest proportion of programmes at 48% (1627), followed by master s at 34% (1162), doctorate level at 15% (518) while the post- graduate diploma level had the least number of programmes at 3% (96). Of the total 3,408 programmes in both public and private universities, public universities had the bulk of the programmes at 81% (2752) while the private university had 19% (655). The figures are indicated in Table 1. University Type No. of Universities Bachelor Programmes per Category Postgraduate Diploma Master Doctorate Grand total Public Universities 30 1, ,753 Private Universities Total 64 1, , ,408 Table 1: Programmes in Public and Private Universities Figure 1 shows the number of programmes per level in both public and private universities. Programmes in Public and Private Universities Per Category 1,400 1,200 1, , BACHELOR POSTGRADUATE DIPLOMA MASTER PHD Public Universities Private Universities Figure 1: Programmes in Public and Private Universities Figure 2 below shows the total number of programmes offered in public and private universities. 16

27 Number of Programmes in Public and Private Universities 3,000 2,500 2,753 2,000 1,500 1, PUBLIC UNIVERSITIES PRIVATE UNIVERSITIES Figure 2: Total Number of Programmes in Public and Private Universities 3.3 Programmes per Cluster The nature of programmes offered in various universities is largely determined by the nature of the institution s establishment, market forces, availability of resources, controls by professional bodies, availability and adequacy of space, facilities, and teaching staff among other factors. For purposes of this analysis, programmes were grouped into twenty (21) clusters as prescribed by the International Standard Classification of Education (ISCED) Programmes per Cluster in Public Chartered Universities As shown in Table 2, the proportion of programmes per cluster in public chartered universities varied significantly among the four levels. The most popular clusters across the levels were Life Science and Physical Science with 332 programmes, Agriculture, Forestry and Fisheries with 324 programmes, Humanities and Arts with 298 programmes, Health and Welfare with 242 programmes, and Business and administration with 236 programmes. The clusters with the lowest number of programmes were Law with 6 programmes; Manufacturing with 9 programmes; Architecture with 26 programmes; Veterinary with 31 programmes; Security and Conflict Resolution with 40 programmes and un- identified cluster classified as others with 12 programmes. The table similarly highlights the number of programmes per level, and out of the total 2,556 programmes in public chartered universities, bachelors level had the highest number with 1,129 programmes, followed by master s level with 922 programmes; doctoral level followed with

28 programmes while post-graduate diploma level had the least number of programmes within the clusters with only 72 programmes. The figures and proportions are given in Table 2 below. Number of Programmes in Public Chartered Universities Clusters Post Graduate Bachelor Master PhD Total Proportion Diploma Agriculture, Forestry and Fisheries % Architecture % Business and Administration % Computing % Education (Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict Resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Totals % Table 2: Proportion of Programmes per cluster in Public Chartered Universities Figure 3 shows the proportion of programmes per cluster in public chartered universities. 18

29 14.0% 12.7% 12.0% 10.0% 8.0% 6.0% 4.0% 2.0% 0.0% Programmes per Cluster in Public Chartered Universities 13.0% 11.7% 9.2% 9.5% 8.3% 5.2% 4.7% 4.6% 3.8% 4.4% 1.8% 2.3% 1.0% 1.6% 2.1% 1.8% 1.2%0.5% 0.2% 0.4% Figure 3: Proportion of Programmes per cluster in Public Chartered Universities Programmes per cluster in Public University Constituent Colleges As indicated in Table 3 below, most of the clusters did not have any programmes in the universities. The clusters with the highest number of programmes were Business and administration with 32 programmes; Agriculture, Forestry and Fisheries with 30 programmes; Humanities and Arts with 28and Life Science and Physical Science with 20 programmes. On the other hand, most science oriented clusters such as Architecture, Engineering, Veterinary as well as Law were sharply under-represented. The table further shows a higher concentration of programmes at bachelors level with a total of 121 programmes across the colleges while the postgraduate diploma level trailed with only 2 programmes. Compared with the programmes per cluster in public chartered universities, the numbers of programmes per cluster in public university constituent colleges were significantly fewer. Clusters Number of Programmes per Cluster in Public University Constituent Colleges Bachelor Post Graduate Diploma Masters PhD Total Proportion Agriculture, Forestry and Fisheries % Architecture % Business and administration % Computing % 19

30 Education (Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict Resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total % Table 3: Programmes per cluster in public university constituent colleges Figure 4 below shows the proportion of programmes per cluster in public university constituent colleges. Proportion of Programmes per Cluster in Public University Constituent Colleges 16.0% 14.2% 16.0% 15.2% 14.0% 12.0% 10.0% 8.0% 6.0% 4.0% 2.0% 0.0% 0.0% 5.6% 3.6% 1.5% 2.0%3.1% 1.0% 5.1% 0.0% 10.2% 5.1% 4.1% 2.5% 0.5% 0.5% 9.1% 0.0% 0.5% Figure 4: Proportion per cluster in public university constituent colleges 20

31 3.3.3 Programmes per Cluster in Private Chartered Universities In private chartered universities, concentration of programmes was more in the Humanities and Arts cluster with 127 programmes, followed by Business and Administration with 97 programmes, Education (Arts) and Health and Welfare each with 48 programmes, social and Behavioral science with 46 programmes and Computing with 44 programmes. The least popular clusters were Architecture, Manufacturing, Veterinary, Education Science and Law programmes. Bachelors level had the highest number of programmes across the clusters with 298 programmes, followed by master s level with 175 programmes, PhD level with 47 programmes while postgraduate diploma had the lowest with 13 programmes. 21

32 Clusters Number of Programmes per Cluster in Private Chartered Universities Bachelor Postgraduate Diploma Masters PhD Total Proportion Agriculture, Forestry and Fisheries % Architecture % Business and administration % Computing % Education (Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict Resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total % Table 4: Programmes per cluster in private chartered universities Figure 5 represents the proportion of programmes per cluster in private chartered universities. 22

33 Proportion of Programmes per Cluster in Private Chartered Universities 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 23.8% 18.2% 8.3%9.0% 9.0% 8.6% 5.1% 1.5% 0.0% 0.9%1.3%1.5% 2.3% 1.1% 2.4% 0.2% 2.3%1.3%1.7% 0.2% 1.3% Figure 5: Proportion of programmes per cluster in private chartered universities Programmes per cluster in Private University Constituent Colleges As indicated in Table 5 below, most of the private university constituent colleges had programmes in less than half of the clusters. The scarcely represented clusters were Social and Behavioral Science and Humanities and Arts with 8 programmes; Health and Welfare with 6 programmes, Education (Arts) with 3 programmes, Business and Administration with 2 programmes, while Education (Science), Journalism and Information, Security and Conflict Resolution had one programme each. The total number of programmes across the clusters per level is also comparatively low with 19 programmes at bachelor s level, 10 programmes at master programmes; and only 2 programmes at doctorate level. There were no Post-graduate programmes offered in private university constituent colleges. 23

34 Number of Programmes per Cluster in Private University Constituent Colleges Clusters Post Graduate Bachelor Masters PhD Total Proportion Diploma Agriculture, Forestry and Fisheries % Architecture % Business and administration % Computing % Education (Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict Resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total % Table 5: Programmes per cluster in private university constituent colleges Figure 6 represents the proportion of programmes per cluster in private university constituent colleges. Proportion of Programmes per Cluster in Private University Constituent Colleges 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 0.0%0.0% 6.5% 0.0% 9.7% 3.2% 0.0%0.0% 19.4% 25.8% 3.2% 3.2% 0.0%0.0%0.0%0.0% 0.0% 25.8% 3.2% 0.0%0.0% Figure 6: Proportion of programmes per cluster in private university constituent colleges 24

35 3.3.5 Programmes per Cluster in Private Universities with LIA As indicated in Table 6 below, the cluster with the highest number of programmes was Education (Arts) with 17 programmes followed by Business and Administration with16 programmes, Humanities and Arts with 11 programmes, and computing with 10 programmes. Notably, Private Universities with LIA had no programmes in most of the science oriented clusters. The table similarly indicates high concentration of programmes at bachelors level with 54 programmes, followed by master s level with 7 programmes, post-graduate diploma level with 9 programmes while doctorate level had the least with 3 programmes. 25

36 Number of Programmes in Private Universities with Letters of Interim Authority Propor Clusters Postgraduate tion Bachelor Masters PhD Total Diploma Agriculture, Forestry and Fisheries % Architecture % Business and administration % Computing % Education (Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict Resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total % Table 6: Programmes per cluster in private universities with Letters of Interim Authority 26

37 Figure 7 shows the proportion of programmes per cluster in private universities with LIA. Proportion of Programmes per Cluster in Private Universites with Letters of Interim Authority 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 23.3% 21.9% 15.1% 13.7% 8.2% 5.5% 4.1% 2.7% 2.7% 1.4%0.0%0.0% 1.4% 0.0%0.0% 0.0%0.0%0.0% 0.0% 0.0%0.0% Figure 7: Proportion of Private universities with Letters of Interim Authority Programmes per Cluster in Registered Private Universities As indicated in Table 7 below, there was only one private registered university with 18 programmes spread across 21 clusters mainly within Humanities and Social sciences, while Technical and Science oriented clusters had no programmes. The findings further indicate a higher concentration of programmes at Bachelors level, an observation that cuts across all the private universities. 27

38 Programmes per Clusters in Private Registered Universities Proport Cluster Postgraduate ion Bachelor Masters PhD Total Diploma Agriculture, Forestry and Fisheries % Architecture % Business and administration % Computing % Education (Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict Resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total % Table 7: Programmes per cluster in private registered universities Figure 8 represents the proportion of programmes per cluster in private registered universities. 28

39 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Proportion of Programmes per Cluster in Private Registered University 38.9% 16.7% 11.1% 11.1% 5.6% 5.6% 5.6% 5.6% 0.0% 0.0%0.0%0.0%0.0%0.0%0.0% 0.0%0.0%0.0%0.0% 0.0% 0.0% Figure 8: Proportion of programmes per cluster in private registered universities Summary of Programmes in Public and Private Universities Humanities and Arts cluster had the highest proportion of programmes across the universities at 14%, followed by Business and Administration and teacher training at 11.1%, Life Science and Physical Science programmes as well as Agriculture, Forestry and Fisheries with 10.7% each. On the other hand, the least represented clusters were Manufacturing, Law, Architecture and Veterinary. Table 8 below gives a summary of the number of programmes per cluster in both public and private universities. These findings were not unique to the Kenyan university sector. The World Bank Report (2014) indicated that the Japanese and British education systems have lately suppressed support and mounting of courses in Arts and Humanities in favour of practical subjects that better target the development needs of these nations. Programmes Per Cluster in Public and Private Universities Cluster Public Universities Private Universities Total Proportion Agriculture, Forestry and Fisheries % Architecture % Business and Administration % Computing % Education (Arts) % Education (Science) % Engineering % 29

40 Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict Resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total 2, , % Table 8: Programmes per cluster in Private and Public Universities 14.0% 12.0% 10.0% 8.0% 6.0% 4.0% 2.0% 0.0% Proportion of Programmes per Cluster in all Universities 13.9% 11.3% 10.7% 10.7% 8.4% 8.9% 4.8% 5.2% 4.3% 3.9% 4.1% 2.5% 1.6% 1.5% 2.1% 2.8% 0.8% 0.9%0.9% 0.4% 0.3% Figure 9: Proportion of programmes per cluster in Public and Private Universities 30

41 3.4 Summary of Programmes per Cluster per University Category As indicated in Table 9 below, there was a significant difference in the number of programmes in each of the four categories of universities. Public chartered universities had the highest number of programmes at 2,556 representing 75% of the total programmes, followed by chartered private universities with 533 programmes (16%), public university constituent colleges with 197 programmes (6%), private universities with Letters of Interim Authority with 73 programmes (2%), private university constituent colleges with 31 programmes (1%) while the registered private university had 18 programmes (1%). Programmes per Academic Level Grand University Category Postgraduate Proportion Bachelor Master Doctorate Total Diploma Public Chartered Universities 72 1, , % Public University Constituent Colleges % Private Chartered Universities % Private University Constituent Colleges % Private Universities with Letters of Interim Authority % Private Registered Universities % Total 96 1,627 1, , % Table 9: Summary of programmes per cluster per university categories Figure 10 shows a summary of programmes per university category. 3,000 2,500 2,000 1,500 1, ,556 CHARTERED PUBLIC UNIVERSITIES Programmes Per University Category 197 PUBLIC UNIVERSITY CONSTITUENT COLLEGES 533 CHARTERED PRIVATE UNIVERSITIES PRIVATE UNIVERSITY CONSTITUENT COLLEGES PRIVATE UNIVERSITIES WITH LETTERS OF INTERIM AUTHORITY REGISTERED PRIVATE UNIVERSITIES Figure 10: Programmes per University Category 31

42 3.5 Implications of the nature of Programmes offered in Universities in Kenya The current findings have clearly indicated that public and private universities in Kenya have prioritized programmes in Business Administration, and Humanities and Arts. While the society and the market considerably require graduates with humanities and arts oriented back ground, too much concentration in arts at the expense of science oriented programmes is likely to disadvantage some key national development sectors which require more practical skills. The findings also indicated that most programmes offered in universities were similar which implies that competition for enrolment into each programme by various institutions would mean lean class sizes and over-production of graduates with the similar skills. Some programmes were found not to be market-driven but mounted with the expectation of generating revenue for the respective institutions. Notably, some universities developed and mounted programmes with insufficient physical facilities as well as teaching capacity. There is therefore need to consider the current as well as the future market trend in determining the programmes. Similarly, universities should be encouraged to focus more on their areas of specialization. This will eliminate unnecessary competition and assure quality delivery. The rapid expansion of the university sector in Kenya has provided an opportunity for majority of people to access higher education. While having an educated populace is a good indicator for the country, this has also posed a number of challenges such as having many graduates who are not adequately prepared for the market or whose qualifications do not match the market demands. This calls for continuous review of the programmes offered to ensure alignment to the current and future market demands. 3.6 Alignment of Universities Programmes to the Kenya Vision 2030 The Kenya Vision 2030 envisages a Globally Competitive Quality Education, Training and Research for Sustainable Development. In this regard, university education is meant to contribute to national development through high level relevant manpower training; develop the intellectual capability of individuals to understand and appreciate their local and external environments; and acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society. 32

43 In order to achieve the above goals, university programmes should be clearly aligned to the development needs of the country. The realization of the objectives and targets of the Kenya Vision 2030 similarly, hinge on the successful implementation of the enablers or foundations of the three pillars. These include among others: Infrastructure (roads, rail network, sea ports airports and pipeline); Information Communication and Technology (ICT) and Science, Technology and Innovation (ST&I). The Kenya Vision 2030 further identifies seven priority sectors with high potential of spurring the country s economic growth and development. The sectors are: Tourism, Agriculture and Livestock, Wholesale and Retail trade, Manufacturing, Business process outsourcing/it Enabled Services (ITES), financial services and oil and mineral resources. For the nation to attain the anticipated 10 percent GDP in the next 14 years, universities have a critical role to play in producing innovative graduates with relevant skills. This could be attained if curricula are aligned to the seven key priority areas. 33

44 Chapter Four Universities Students Enrolment 4.1 Introduction Education and Training (E&T) are means to upward social mobility, national cohesion and socioeconomic development. The Government of Kenya is committed to achieving international development commitments such as the Sustainable Development Goals (SDGs) and Education for All (EFA). The Kenya Vision 2030 emphasizes the need to address issues related to access, equity, quality, relevance, service delivery, curriculum, teacher development and management as well as training in technology and entrepreneurial skills development. In recent decades, access to university education has expanded remarkably providing more choices and new modes of delivery. In Privately-Sponsored Students Programme (PSSP) or Module II, the students enrollment is becoming increasingly heterogeneous, as adult students seek to upgrade their qualifications to succeed in a competitive labour market, or young graduates pursue second degrees. This chapter outlines enrolment at Kenyan universities in four categories: Post-graduate Diploma, Bachelors, Masters and Doctorate and further provides enrolments per cluster. It begins with a summary of enrolments in public and private universities. 4.2 Enrolment in Public and Private Universities by Gender In public universities, there are more male students than female students enrolled at all programme levels. The highest disparity is at the PhD level where the ratio of male to female students is over 2:1. In private universities male students still out-number their female counterparts in post graduate, masters and PhD programmes. In bachelors programmes however, there are more female students than male students. The difference in enrolment between male and female students may be attributed to factors such as: provision of female responsive learning environments and types of 34

45 programmes offered in private universities. Table 10 below provides enrolment by gender in private and public universities. Universities Postgraduate Diploma Bachelor Master PhD Male Female Male Female Male Female Male Female Grand Total Public Universities , ,373 27,407 18,164 4, ,820 Private Universities ,663 33,865 5,505 4, ,929 Total , ,238 32,912 22,549 4,915 2, ,749 Table 10: Enrolment by Gender in Private and Public Universities per Programme Level Figure 11 below shows the trends in enrolment by gender in public and private universities. Enrolment in Public and Private Universities by Gender Male Female Male Female Male Female Male Female Postgraduate Diploma Bachelor Master PhD Public Universities Private Universities Total Figure 11: Enrolment in Public and Private Universities by Gender Table 11 shows enrolment totals per programme level by gender. The total enrollment is 539,749 of which 317,280 are male and 222,469 are female, a ratio of 1.4:1. This translates to 59 per cent male and 41 per cent female. The male enrollment has increased by 122 per cent from 259,618 in 2014/15 academic year to 317,280 in 2015/16 academic year and female enrollment increased by 121 per cent from 184,164 in 2014/15 academic year to 222,469 in 2015/16 academic year. The enrollment by gender is highest for male as opposed to female in Bachelors, followed by masters, PhD and Post Graduate Diploma. Gender Bachelors Post Graduate Diploma Masters PhD Total Proportion Male 278, ,912 4, ,280 59% Female 197, ,549 2, ,469 41% Total 475,750 1,392 55,461 7, , % 35

46 Table 11: Enrolment by Gender Enrolment in Terms of Gender 41% 59% Male Female Figure 12: Enrolment by Gender 4.3 Enrolment in Public and Private Universities The total enrollment in both public and private universities was 539,749 with the public universities taking a lead with 461,820 (86%) while private universities had a total of 77,929 (14%). This finding is in concurrence with the Economic Survey (2016) when the enrollment in the year 2014/15 academic year was highest in public universities at 363,334 as compared to private universities at 80,448. The increase is 127% for public and 99% for private universities, which is within a margin of error. The impact of the 2003 free primary education has been felt at the university level, where enrollment numbers have more than doubled between 2012 and 2015 during which the initial cohort of free primary education were enrolled in universities. The highest enrolment was at Bachelors with 475,750 students. The lowest enrolment was at PGD at 1392 students. With regard to gender, the male enrollment was higher than the female in all the levels and in both private and public universities. Table 12 provides a summary of the enrolment in both public and private universities per programme level. 36

47 University PGD Bachelors Master PhD Grand Total Proportion Public Universities ,222 45,571 6, ,820 86% Private Universities ,528 9,890 1,087 77,929 14% Total ,750 55,461 7, , % Table 12: Enrolment in Public and Private Universities 4.4 Enrolment per Programme Level in Public and Private Universities In terms of enrolment per academic level, Bachelors had an enrolment of 475,750 students, 55,461 Masters Students, 7,146 PhD students and 1,392 Post-graduate Diploma students. Clearly, the undergraduate students were the majority constituting 88%; followed by Masters students 10%; Doctoral 1% and Post-graduate Diploma 0%. Gender representation in all five categories, shows that male enrolments are higher than those of female students in all the four academic levels, except at the bachelors level in private universities. At this level, female enrolment was higher (33,864) than male enrolment (32,664). Table 13 shows enrolment in public and private per programme level. Public Universities Private Universities Programme Level Total Proportion Male Female Male Female Post -Graduate Diploma , % Bachelors 245, ,373 32,664 33, , % Masters 27,407 18, , % PhD 4,231 1, , % Total 278, ,665 39,125 38, , % Table 13: Enrolment in Public and Private Universities per Level 4.5 Enrolment per Cluster in Public and Private Universities The Business and Administration cluster has the majority of students enrolment totaling to 120,223 followed by Education (Arts) with 79,368 students and Humanities and Arts with 46,139 students. The cluster with the least enrolment are veterinary, manufacturing and architecture with 1,148, 2,293 and 5,057 students respectively. Table 14 shows enrolment per cluster in both public and private universities. Bachelors Postgraduate Diploma Master PhD Cluster Male Female Male Female Male Female Male Female Total Agriculture, Forestry and Fisheries 15,612 9, , ,916 Proportion 5.0% 37

48 Architecture 3,347 1, , % Business and Administration 53,420 41, ,254 9,282 1, , % Computing 16,265 4, , , % Education(Arts) 38,405 35, ,950 1, , % Education (Science) 19,859 10, , % Engineering 17,234 3, , % Environment 4,715 3, , % Health and Welfare 12,650 13, ,346 1, , % Humanities and Arts 19,122 18, ,757 3, , % Journalism and Information 6,494 6, , % Law 3,207 3, , % Life Science and Physical Science 21,963 10, , , % Manufacturing 1, , % Mathematics and Statistics 9,386 4, , % Security and Conflict resolution 3,547 1, , % Services 3,977 4, , % Social and Behavioral Science 18,186 15, ,404 1, , % Teacher Training 2,784 2, , % Veterinary , % Other 5,636 5, , % Total 278, , ,912 22,549 4,915 2, , % Table 14: Enrolment per Cluster in Public and Private Universities The Figure 13 shows the proportion of enrollment per cluster with the highest being Business and Administration (22.3%) and the lowest were Manufacturing (0.4%) and Veterinary (0.2%). 38

49 Enrolment per Cluster in Public and Private Universities 25.0% 22.3% 20.0% 15.0% 10.0% 5.0% 0.0% 5.0% 0.9% 4.2% 14.7% 8.6% 5.6% 6.4% 7.1% 4.1% 1.8%5.7% 2.7% 2.8% 1.3% 0.4% 1.1% 1.7% 1.3% 2.1% 0.2% Figure 13: Enrolment in Public and Private Universities 4.6 Ratio of Male to Female Enrolment per Academic Programme Level The overall ratio of male to female enrolment is 3:2. There are more males compared to females at PhD level giving a ratio of 2:1. At bachelors level the ratio is 3:2. More females are being enrolled at bachelor s level mainly due to the affirmative action policy. At higher academic levels there were fewer females enrolled than males. There is need to apply the affirmative action to increase enrollment. Table 15 shows the ratio of enrolment per academic programme level. Academic Level Male Female Male to Female Ratio Bachelors 278, ,238 3:2 Post Graduate Diploma :1 Masters 32,912 22,549 3:2 PhD 4,915 2,232 2:1 Total 317, ,471 3:2 Table 15: Ratio of Male to Female Enrolment per Academic Programme Level 4.7 Academic Programmes to Students Ratio On average the number of students per programme is 158. The most popular cluster is Law with an average of 551 students per programme, followed by Education (Science) with an average of 39

50 543 students per programme. Other and Business and Administration clusters each have an average enrolment of 359 and 312 students per programme respectively. Some of the clusters with the least number of students include Veterinary, Environment, Teacher Training, and Agriculture, Forestry and Fisheries with 36, 73, 74 and 74 students per program respectively. This information is presented in Table 16. Cluster No. of Programmes No. of Students Programmes: Students Agriculture, Forestry and Fisheries ,916 1:74 Architecture 26 5,057 1:195 Business and Administration ,223 1:312 Computing ,650 1:139 Education (Arts) ,368 1:277 Education (Science) 56 30,432 1:543 Engineering ,872 1:151 Environment 134 9,843 1:73 Health and Welfare ,578 1:101 Humanities and Arts ,139 1:97 Journalism and Information 85 14,623 1:172 Law 13 7,161 1:551 Life Science and Physical Science ,569 1:95 Manufacturing 11 2,293 1:208 Mathematics and Statistics ,834 1:106 Security and Conflict resolution 50 5,890 1 : 118 Services 71 9,341 1 : 132 Social & Behavioral Science ,373 1 : 217 Teacher Training 94 6,945 1 : 74 Veterinary 32 1,148 1 : 36 Other 32 11,494 1 : 359 Total 3, ,749 1 : 158 Table 16: Programmes to Students Ratio Programme Level to Students Ratio In the analysis at each programme level, the programmes to student ratio are shown in the Table 17. The ratio is higher at bachelor level at 1:292 and lowest at PhD level with a ratio of 1:14. Programme Level No. of Programmes No. of Students Programmes: Students PGD :15 Bachelors 1, ,749 1: 292 Masters 1,162 55,461 1:48 PhD 518 7,147 1:14 40

51 Table 17: Programmes Level to Students Ratio 4.8 Enrolment per Cluster per University Category Enrolment per Cluster in Public Chartered Universities In Public Chartered Universities at Bachelors level, the cluster with the highest enrolment is Business and Administration with 65,832 students, followed by Education (Arts) with 62,095 and Humanities and Arts with 33,030. The clusters with lowest enrolment were in Veterinary with 1,022 students; Manufacturing with 2,157 students and Law with 3,248 students. At Master s level, the clusters with the highest enrolment were Business and Administration with 18,436 students, Humanities and Arts with 5,745 students and Health and Welfare with 3,637 students. Those with the least were manufacturing with 1 student, Veterinary with 59 students and Architecture with 172 students. At Doctorate level, the clusters with the highest level of enrolment are Business and Administration with 2,301 students, Education Arts with 579 students and Social and Behavioral Science with 461 students. The two with the least are Law and Manufacturing with no students enrolled. For Post-graduate Diploma program the three clusters with the highest level of enrolment are Education (Arts) with 378 students, Humanities and Arts with 129, Teacher Training with 109 students and Engineering with 79 students. In general the clusters with the highest number of enrolment were Business and Administration with 86,643 students and that with the lowest enrolment is Veterinary with 1,122 students. Table18 shows the total enrolment of students into the different clusters in Public Chartered Universities. Clusters Bachelors Postgraduate Diploma Master PhD Propor Tota Grand Total Male Female Total Male Female Male Female Total Male Female Total tion l Agriculture, Forestry and Fisheries 14,623 8,738 23, , , , % Architecture 3,347 1,530 4, , % Business and Administration 38,787 27,045 65, ,057 7,379 18,436 1, ,301 86, % Computing 10,267 2,278 12, , , % Education (Arts) 32,524 29,571 62, ,549 1,573 3, , % Education (Science) 16,774 8,417 25, , % Engineering 16,530 3,321 19, , , % Environment 4,490 3,623 8, , % Health &Welfare 10,076 9,413 19, ,045 1,592 3, , % Humanities & Arts 16,415 16,615 33, ,174 2,571 5, , % Journalism and Information 5,262 4,465 9, , % Law 1,605 1,643 3, , % 41

52 Life Science & Physical Science 21,359 9,946 31, , , , % Manufacturing 1, , , % Mathematics & Statistics 8,451 3,909 12, , % Security and Conflict resolution 3,270 1,235 4, , % Services 3,735 4,291 8, , % Social & Behavioral Science 16,650 12,546 29, ,043 1,399 3, , % Teacher Training 2,423 2,151 4, , % Veterinary , , % Other % Total 234, ,22 7 Table 18: Enrolment per Cluster in Public Chartered Universities 390, ,229 18,032 45,261 4, , , % Figure 14 shows the proportion of enrolment per cluster in Public Chartered Universities with Business Administration having the highest proportion at 19.6%, followed by Education Arts at 15%. The lowest enrolment was recorded in the cluster of Manufacturing and Veterinary at 0.5% and 0.3%. 20.0% 18.0% 16.0% 14.0% 12.0% 10.0% 8.0% 6.0% 4.0% 2.0% 0.0% 5.7% Proportion of Enrolment per Cluster in Public Chartered Universities 1.1% 19.6% 3.1% 15.0% 5.8% 4.8% 2.1% 5.3% 8.9% 2.4% 0.8% 7.6% 3.0% 0.5% 1.2% 2.0% 7.5% 1.2% 0.3% 2.3% Figure 14: Proportion Enrolment per Cluster in Public Chartered Universities The ratio of males to females in public chartered universities is 3:2. At both bachelors and masters level the ratio is 3:2. The PhD level has fewer females than males with a ratio of 2:1. Table 19 shows the ratio of male to female graduation. Academic Level Male Female Male to Female Ratio Bachelors 234, ,227 3:2 Post Graduate Diploma :1 42

53 Masters 27,229 18,032 3:2 PhD 4, :1 Total 266, ,352 3:2 Table 19: Male to Female Ratio in Public Chartered Universities Graduation??? Enrolment per Cluster in Public University Constituent Colleges At bachelors level the clusters with the highest enrolment level are Business and Administration with 6,550 students, Education (Arts) with 2,986 students, Agriculture, Forestry and Fisheries with 1,417 students. Architecture and Veterinary are not offered in public university constituent colleges. At the master s level, Business and Administration has the highest enrolment at 118 students, followed by Teacher Training with 55 students and Humanities and Arts with 54 students. The other clusters in which students are enrolled at this level are: Education (Arts) with 24 students, Journalism and Information with 23 students, Social and Behavioral sciences with 11 students, Agriculture, Forestry and Fisheries with 10 students, Life Science& Physical Science with 7 students, Computing with 6 students and Environment with 2 students. The remaining clusters have no enrolment. At PhD level Business and Administration has the highest enrolment with 20 students, Teacher Training with 48 students and Life Science and Physical science with 8 students. The other clusters with enrolments are Journalism and Information with 7 students, Agriculture, Forestry and Fisheries with 6 students, Humanities and Arts with 5 students and environment with 1 student. The remaining clusters have no enrolment. At the Post-graduate diploma level, Education (Arts) is the only cluster with an enrolment of 4 students. Generally in public university constituent colleges, Business and Administration cluster has the highest enrolment of 6,688 students. Table 20 shows the enrolment per cluster in public universities constituent colleges. Cluster Agriculture, Forestry and Fisheries Bachelors Post Graduate Diploma Master PhD Male Female Total Male Female Total Male Female Total Male Female Total Grand Total Proport ion , , % Architecture % Business and Administration 3,872 2,678 6, , % Computing 1, , , % 43

54 Education (Arts) 1,587 1,399 2, , % Education (Science) , , % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics , , % Security and Conflict resolution % Services % Social and Behavioural Science % Teacher Training % Veterinary % Other % Total 11,620 7,146 18,76 6 Table 20: Enrolment per Cluster in Public University Constituent Colleges Figure 15 shows enrolment per cluster in public universities constituent colleges. Business and Administration has the highest enrolment at 34.9% of the total enrolment. This is followed by Education (Arts) at 15.7%. This is shown in Figure , % 44

55 Proportion Enrolment per Cluster in Public University Constituent 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Figure 15: Proportion Enrolment per Cluster in Public University Constituent Colleges In public university constituent colleges, the ratio of males to females is 3:2. At bachelors level, more males were enrolled compared to females giving a ratio of 3:2. At master s level, the ratio of male to females was 3:2 almost achieving Gender parity. The PhD level, enrolment of male students was double that of females with a ratio of 2:1. Academic Level Male Female Male to female ratio Bachelors 11,620 7,146 3:2 Post Graduate Diploma 3 1 3:1 Masters :2 PhD :1 Total 11,866 7,313 3:2 Table 21: Male to Female Students Ratio in Public University Constituent Colleges Enrolment per Cluster in Private Chartered Universities At Bachelor s level, the clusters with the highest enrolment level are Business and Administration with 20,111 students, Education (Arts) with 8,524 students and Computing with 6,724 students. The clusters with the lowest enrolment are Architecture with no students, Manufacturing with 3 students and Veterinary with 26 students. At Master s level, the clusters with the highest enrolment are Business and Administration with 3,973 students, Humanities and Arts with 1,720 students and Education Arts with 787 students. 45

56 Architecture, Education (Science), Engineering, Law, Manufacturing, Services, Veterinary and other did not have enrolled students. At PhD level, the clusters with the highest level of enrolment are Humanities and Arts with 320 students, others with 243 students and Business and Administration with 142 students. The following clusters do not have any students enrolled: Architecture, Education (Science), Engineering, Law, Manufacturing, Services, Veterinary, Environment, Life Science& Physical Science, and Security and Conflict resolution. At Post-graduate diploma level, only three clusters have enrolments. These are: Education (Arts) with 251 students, Teacher Training with 41 students and Humanities and Arts with 29. The remaining clusters do not have enrolments. In general, the cluster with the highest number of enrolment is Business and Administration with 24,226 students. Table 22 gives a summary of enrolments in private chartered universities. Bachelors Postgraduate Diploma Master PhD Grand Cluster M F T M F T M F T M F T Total Agriculture, Forestry and Fisheries Business and Administration 9,787 10, ,126 1, ,226 Computing 4,691 2, Education(Arts) 3,994 4, Education (Science) 2,108 1, Engineering Environment Health &Welfare 2,322 3, Humanities & Arts 1,571 1, , Journalism and Information 896 1, Law 1,502 1, Life Science& Physical Science Manufacturing Mathematics & Statistics Security and Conflict resolution Services Social& Behavioural Science 1,282 2, Teacher Training Veterinary Proportion 0.4% 34.0% 10.1% 13.5% 5.1% 0.2% 0.4% 9.0% 6.6% 4.6% 4.7% 0.3% 0.0% 0.5% 1.1% 0.5% 6.5% 1.8% 0.0% 46

57 Other % Total 29,653 30,971 60, ,069 4,166 9, , % Table 22: Enrolment per Cluster in Private Chartered Universities Figure 16 shows enrolment per cluster in private chartered universities. Business and Administration account for 34% of total enrolment, followed by Education (Arts) at 13.5%. 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Proportion Enrolment per Cluster in Private Chartered Universities 0.4% 34.0% 13.5% 10.1% 5.1% 0.2%0.4% 9.0% 6.6%4.6%4.7% 0.3%0.0%0.5%1.1%0.5% 6.5% 1.8% 0.0% 0.9% Figure 16: Proportion Enrolment per Cluster in Private Chartered Universities In private chartered universities, the overall ratio of male to female was at parity with bachelor s level and master having a ratio of 1:1 and PhD level with a ratio of 3:2 as shown in Table 23. Private chartered universities attract more females in their programmes compared to public universities. Academic Level Male Female Male to Female Ratio Bachelors 29,653 30,971 1:1 Post-Graduate Diploma :1 Masters 5,069 4,166 1:1 PhD :2 Total 35,565 35,613 1:1 Table 23: Male to Female Students Ratio in Private Chartered Universities 47

58 4.8.4 Enrolment per Cluster in Private University Constituent Colleges At Bachelors level, the following clusters had enrolments as follow: Humanities and Arts with 643 students, Health and Welfare with 380 students, Education (Arts) with 271 students, Business and Administration with 73 students and Journalism and Information with 52 students. The other clusters had no enrolments. At master s level, only Humanities and Arts had enrollment with 60 students. Private university constituent colleges had no enrolment at the PhD and Post-graduate levels. In general Humanities and Arts had the highest enrolment at 703 students. Table 24 shows the total enrolment per cluster in private university constituent colleges. Cluster Bachelors Postgraduate Diploma Master PhD Male Female Total Male Female Total Male Female Total Male Female Total Grand Total Proportion Agriculture, forestry and fisheries % Architecture % Business and Administration % Computing % Education(Arts) % Education (Science) % Engineering % Environment % Health &Welfare % Humanities & Arts % Journalism and Information % Law % Life Science& Physical Science % Manufacturing % Mathematics & Statistics % Security and Conflict resolution % Services % Social& Behavioral Science % Teacher Training % Veterinary % Other % Total 1, , , % Table 24: Enrolment per Cluster in Private University Constituent Colleges Figure 17 shows the proportion per cluster in private university constituent colleges. Humanities and Arts account for the highest proportion of 44%, followed by Health and Welfare (24%). Most 48

59 of the programmes within the clusters were not being offered in private university constituent colleges. Enrolment per Cluster in Private Universities Constituent Colleges 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 0% 0% 5% 0% 17% 0% 0% 0% 24% 44% 3% 0% 0% 0% 0% 0% 0% 8% 0% 0% 0% Figure 17: Proportion of Enrolment per Cluster in Private University Constituent Colleges The number of male enrolment doubled that of females in private university constituent colleges with a ratio of 2:1. At bachelors and PhD levels, male enrolments doubled that of female as shown in Table 25. Programme Level Male Female Male to Female Ratio Bachelors 1, :1 Post Graduate Diploma Masters :1 PhD Total 1, :1 Table 25: Male to Female Students Ratio in Private University Constituent Colleges Enrolment per Cluster in Institutions with Letter of Interim Authority (LIA) At bachelor s level, the three clusters with the highest enrolment level are Business and Administration with 2,480 students, Computing with 322 students, Education (Arts) with 301.The cluster with the lowest enrolment is Mathematics and Statistics, and Services at 76 and 87 students respectively. A majority of the clusters did not have enrolments including Agriculture, Forestry 49

60 Cluster and Fisheries, Architecture, Education(Arts), Engineering, Environment, Life Science and Physical Science, Manufacturing, Security and Conflict Resolution, Teacher Training and Veterinary. At master s level, only four clusters had enrolments. These are Humanities and Arts with 367 students, Health and Welfare with 95 students, Social and Behavioral Science with 68 students and Business and Administration with 9 students. At PhD level, only three clusters had enrolments namely: Business and Administration with 51 students, other with 25 students and Humanities and Arts with 14 students. There were no enrolments in Post-graduate diploma programme. Overall, the cluster with the highest number of enrolment was Business and Administration with 2,586. Table 26 shows the enrolments per cluster in private universities with Letters of Interim Authority. Bachelors Postgraduate Diploma Master PhD Male Female Total Male Female Total Male Female Total Male Female Total Grand Total Proportion Architecture % Business and Administration 933 1,547 2, ,586 53% Computing % Education(Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities and Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total 1,800 2,310 4, , % Table 26: Enrolment per Cluster in Private Universities with Letters of Interim Authority 50

61 Figure 18 presents enrolment in private universities with Letters of Interim Authority. Business and Administration account for the highest enrolment with 53%, followed by Humanities and Arts with 12%. Most programmes within the clusters did not have enrollment. Proportion of Enrolment in Private Universities with Letters of Interim Authority 60% 50% 53% 40% 30% 20% 10% 0% 0% 7% 6% 0% 0% 0% 4% 12% 0% 4% 0% 0% 2% 0% 2% 2% 0% 0% 7% Figure 18: Proportion of Enrolment in Private Universities with Letters of Interim Authority The overall enrolment of students in private universities with Letters of Interim Authority was at gender parity. At masters and PhD levels, there were more males than females with a ratio of 2:1 and 3:1 respectively. Table 27 shows the ratio of enrolment between male and female in private universities with LIA. Academic Level Male Female Female to Male Ratio Bachelors 1,800 2,310 1:1 Post Graduate Diploma :1 Masters :1 PhD :1 Total 2,273 2,568 1:1 Table 27: Male to Female Students Ratio in Private Universities with LIA 51

62 4.8.6 Enrolment per Cluster in Registered Private universities KAG is the only registered private university. At Bachelors level, the highest enrolment was in Other cluster with 227 students. This was followed by Business and Administration with 7 students, Social & Behavioral Science and Teacher Training each with 5 students. At master s level, only two clusters had enrolments: Other with 53 students and Humanities and Arts with 3 students. At PhD and Post-graduate levels, there was no enrolment. Table 28 shows enrolment per cluster in registered private universities. Clusters Bachelors Postgraduate Diploma Master PhD Male Female Total Male Female Total Male Female Total Male Female Total Grand Total Proportion Architecture % Business and Administration % Computing % Education(Arts) % Education (Science) % Engineering % Environment % Health and Welfare % Humanities & Arts % Journalism and Information % Law % Life Science and Physical Science % Manufacturing % Mathematics and Statistics % Security and Conflict resolution % Services % Social and Behavioral Science % Teacher Training % Veterinary % Other % Total % Table 28: Enrolment in Registered Private Universities 52

63 Figure 19 shows the proportion of enrolment in registered private universities with a 91% enrolment in Other cluster. Enrolment in Registered Private Universities 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 0% 2% 0% 0% 0% 0% 0% 0% 2% 1% 0% 0% 0% 0% 1% 0% 2% 2% 0% 91% Figure 19: Proportion of Enrolments in Registered Private Universities KAG University which is the only registered private university has double the number of male enrolment compared to females. This is shown in Table 29. Academic Level Male Female Male to Female Ratio Bachelors :1 Post Graduate Diploma Masters :1 PhD Total :1 Table 29: Male to Female Students Ratio in Registered Private Universities 4.9 Summary of Enrolment of students per University Category Public chartered universities had the highest number of enrolment of 442,641. Private chartered universities had 71,178 students, public university constituent colleges had 19,179 students, private universities with Letters of Interim Authority had 4,841 and private university constituent colleges with 1,603 students. The least enrolment is recorded in registered private universities with 307 students. This is presented in Table 30. In terms of proportions, public chartered universities account for 82.0% of the total enrolment, private chartered universities 13%, public university constituent colleges 3.6%, private universities 53

64 with Letters of Interim Authority 0.9% and registered private universities (0.1%) as shown in Figure 20. University Category Public Chartered Universities Public Universities Constituent Colleges Private Chartered Universities Private Universities Constituent Colleges Private Universities with Letters of Interim Authority Male 234, , ,6 53 1,03 5 1,80 0 Bachelors Fem ale 156, 227 7, , ,31 0 Tota l 390, , ,6 24 1,54 3 4,11 0 Postgraduate Diploma Ma Fem Tot le ale al Mal e 27,2 29 Master Fem ale 18,0 32 Tot al 45,2 61 Ma le 4,1 66 PhD Fem ale 1,79 4 Tot al 5,9 60 Grand Total Propor tion 442, % , % ,06 9 4,16 6 9, , % , % , % Registered Private Universities % Total 278, , 475, 94 1,3 32,9 22,5 55,4 4,9 2, Table 30: Summary of Enrolments per University Category 7, , % Summary of Enrolment per University Category 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 82.0% PUBLIC CHARTERED UNIVERSITIES 3.6% PUBLIC UNIVERSITIES CONSTITUENT COLLEGES 13.2% PRIVATE CHARTERED UNIVERSITIES 0.3% 0.9% 0.1% PRIVATE UNIVERSITIES CONSTITUENT COLLEGES PRIVATE UNIVERSITIES WITH LETTERS OF INTERIM AUTHORITY REGISTERED PRIVATE UNIVERSITIES Figure 20: Summary of Enrolment per University Category 4.10 Enrolment of International Students There are a total of 4,782 international students enrolled in universities in Kenya. Private universities had the highest enrolment of international students at 3,873. Public universities had only 909 international students. Majority of international students were undertaking bachelor s 54

65 degree with 3,218 students, followed by masters with 1,227. Table 31 shows the number of international students enrolled in universities. University Post Graduate Diploma Bachelors Master PhD Tota Mal Femal Mal Femal Male Female l e e Total e e Total Male Female Total Public Universities Private Universities ,76 1 1,124 2, ,873 Total ,03 6 1,182 3, , ,782 Table 31: International Students Enrolment Figure 21 shows the regions of origin of international students, 52% come from the rest of Africa, 30% come from East Africa, 10% did not specify their nationalities and 8% come from outside Africa. Grand Total Outside Africa, 8% Unspecified, 10% East Africa, 30% Rest of Africa, 52% Figure 21: Origin of International Students 4.11 Enrolment of Students with Disability The total number of students with disabilities in the universities was 645. Majority of students had physical disability, followed by visual disability and hearing disability Table 32 shows enrolment of students with disability in the universities. 55

66 Category Public Universities Private Universities Male Female Total Male Female Total Grand Total Sensory Impairment Mental Impairment Visual Impairment Hearing Impairment Learning Impairment Physical Impairment Others Grand Total Table 32: Enrolment of Students with Disability 56

67 Chapter Five Universities Academic Staff 1.1 Introduction This chapter presents information on academic staff by qualifications in public and private universities and the various university categories. Academic staff qualification are categorized into: PhDs, master, bachelors and diploma. 1.2 Academic Staff by Gender in Universities The total academic staff was established to be 16,318 with 74% in public universities while 26% were in private universities. This is indicated in the Figure 22. Compared to Ghana (Public 84% and Private 16%), a similar African Country, Kenya seems to have a more developed private university sector (Tettey, 2010, p.30). Private, 4305, 26% Public, 12013, 74% Figure 22: Academic Staff in Public and Private Universities In terms of gender 68% were male while female accounted for 32%. These comparable statistics resonate well with the policy of at least one-third gender rule. Figure 23 reflects this information. 57

68 Female, 5164, 32% Male, 11154, 68% Figure 23: Academic Staff by Gender in Public and Private Universities The Table 33 is a summary of staff distribution by gender within and between universities. Male Female Category Count % Count % Total Public Universities 8, , ,013 Private Universities 2, , ,305 Total 11, , ,318 Table 33: Academic Staff by Gender in Public and Private Universities In public universities, of the 74% (12,013) academic staff, 70% were male while in private universities, of the 26% (4,305) academic staff, 65% were male. Female academic staff in private universities registered a higher proportion of 35% as compared to their counterparts in public universities, which accounted for 30%. Figure 24 shows the gender distribution of academic staff in public and private universities , 70% 3650, 30% PUBLIC UNIVERSITIES Male 2791, 65% 1514, 35% PRIVATE UNIVERSITIES Female Figure 24: Academic Staff in Public and Private Universities 58

69 1.3 Academic Staff by Gender and University Category In terms of gender disparities in academic staff, public chartered universities had a male female ratio of 70% to 30%, private chartered universities had 64% to 36%, public university constituent colleges had 65% to 35%, private university constituent colleges had 70% to 30% while private universities with Letters of Interim Authority (including registered private universities) had 66% to 34%. Private chartered universities are therefore more gender responsive in terms of academic staff than all the other university categories. This is shown in Table 34. Gender Public Chartered Universities Private Chartered Universities University Category Public Constituent Colleges Private Constituent Colleges Private Universities with LIA Total Male 7,969 1, ,154 % of the count Female 3,441 1, ,164 % of the count Total 11,410 3, ,023 16,318 % of the count Table 34: Academic Staff by Gender in University Categories Figure 25 shows that public chartered universities accounted for 70% of the total academic staff with chartered private universities accounted for 19%. Private universities with Letter of Interim Authority registered 6% while public and private university constituent colleges had 4% and 1% respectively ,70% ,19% ,4% 212,1% 1023,6% 0 PUBLIC CHARTERED UNIVERSITIES PRIVATE CHARTERED UNIVERSITIES PUBLIC UNIVERSITIES CONSTITUENT COLLEGES PRIVATE UNIVERSITIES CONSTITUENT COLLEGES PRIVATE UNIVERSITIES WITH LETTER OF INTERIM AUTHORITY 59

70 Figure 25: Academic Staff in University Categories 1.4 Academic Staff by qualification and University Category There were a total of 5,604 academic staffs who had PhD qualification. This constitutes 34% of the total academic staff. Those with master s qualification were 8,661 constituting 53% of the staff. Bachelor and diploma holders qualification were 1,365 (9%) and 656 (4%) respectively. This is shown in Table 35. University Category Academic Staff Qualifications PhD Master Bachelors Diploma Total % Public Chartered Universities 4,215 5,661 1, , Public University Constituent Colleges Private Chartered Universities 923 1, , Private University Constituent Colleges Private Universities with LIA Total 5,604 8,693 1, , % Table 35: Academic Staff Qualification per University Category Public chartered universities had the highest number of PhD holders at 26% of the total academic staff followed with private chartered universities with 6%. The remaining university categories had 2% and below of their academic staff with PhDs. Masters holders assumed the same trend with 35% being in public chartered universities while 12% were in private chartered universities. Private universities with LIA had 4% while public and private constituent colleges had 2% and below respectively. Bachelors and diploma holders followed the same trend to that of PhDs and Masters as shown in Figure

71 Private Universities with letter of Interim Authority 671,4% 352,2% Private Universities Constituent Colleges 148,1% 64 Public Universities Constituent Colleges 394,2% 209,1% Private Chartered Universities 1972,12% 1098,7% Public Chartered Universities 7969,49% 3441,21% Male Female Figure 26: Staff Qualification in University Categories 1.5 Academic staff by Gender, Qualification and University Categories The Table 36 shows the number of academic staff by gender, qualifications and university category. Of the academic staff with PhD qualification, 4,215 were male while 1,389 were female; those with masters 5,555 were male while 3,138 were female. Of those academic staff with bachelor degree qualification, 913 were female while 452 were male. Of those with diploma, 471 were male while 185 were female. Qualification PhD Masters Gender Public Universities University Category Private Universities Universities with LIA Total Male 3, ,215 % of count % of total Female 1, ,389 % of count % of total % Qualification Sub-total 4,348 1, , Male 3,885 1, ,555 % of count % of total Female 2, ,138 % of count % of total

72 Bachelors Diploma Sub-total 5,953 2, , Male % of count % of total Female % of count % of total Sub-total 1, ,365 9 Male % of count % of total Female % of count 2-1 % total Sub-total Total 12,013 3,282 1,023 16, % of count % of total Table 36: Academic staff by Gender, Qualification and University Categories 1.6 Staff by Qualifications in Public and Private Universities By categorization, 53% of the academic staff had master s qualification while PhD qualification accounted for 34%. Those with bachelor s qualification were 9% with the least being diploma holders were 4%. It is therefore imperative that universities develop mechanisms of training master staff to acquire PhD qualification. Figure 27 gives this information , 53% 5604, 34% 1365, 9% 656, 4% PhD Masters Bachelors Diploma Figure 27: Staff Qualification in Public and Private Universities 62

73 1.7 Academic Staff by Gender and Qualification in Public and Private Universities The results indicated that the gap between male and female widened as the level of qualifications progressed upwards. At diploma level 3% of the academic staffs were male while 1% was female, 6% of bachelor holders were male while 3% were female, 34% of master s holders were male 19% were female. At PhD level 26% were male while 9% female. This is shown in the Figure , 34% 4215, 26% 3138, 19% 1389,9% 913, 6% 471, 3% 452, 3% 185, 1% PhD Masters Bachelors Diploma Male female Figure 28: Academic Staff by Gender and Qualification in Public and Private Universities 1.8 Staff by Gender, Qualification and University Category In public universities (including their constituent colleges), male academic staff with master s qualification were the highest at 24% in public universities followed by male PhD holders at 20% in the same university category. Their female counterparts in possession of masters and PhD qualification accounted for 13% and 7% respectively. Those with bachelors qualification accounted for 5% for male and 2% for female. The least proportion of academic staff in public universities was that with diploma qualification where male accounted for 3% and female accounted for 1%. In private universities (including their constituent colleges), academic staff with master s qualification were the majority with male staff accounting for 8% with female staff accounting for 5%. In private universities male staffs with PhD qualification were 5% while 2% of their female counterparts had the same qualification. In absolute values male and female Bachelor s holders indicated 102 and 72 respectively. Those with diploma were 36 and 9 for male and female respectively. 63

74 PhD Masters Bachelors Diploma Further, in private universities with LIA, those with master s qualification were the majority with male and female staff standing at 3% and 2% respectively. Male staff with PhD qualification accounted for only 1% as their female counterparts were only 48 in absolute terms. In absolute terms Bachelor holders were 52 and 35 for males and females respectively. There were only 3 male staffs with diploma. Figure 29 is a representation of the academic staff by gender, qualification and university category. Public Chartered universities Private Chartered universities Public Universities constituent colleges Female 176, 1% 9 24 Male 432,3% Female 298, 2% Male 706,5% Female 1965, 13% 760,5% 103, 2% Male 3696, 24% 1176, 8% 189, 3% Female 1061, 7% 260, 2% 35 Male 3287, 20% 663, 5% 172, 1% Figure 29: Staff by Gender, Qualification and University Category 1.9 Summary and Policy Implications Data has revealed that there are glaring disparities in terms of the university type (public or private); qualification and gender. It is important to note that public universities possess the highest number of the staff at 74%; while private universities have a smaller proportion of 26%. This seems to suggest that public universities attract more staff because of the wide diversity of programmes which they have developed and offer. This result calls for the private universities to do more benchmarking with public universities to gain some competitive edge. Secondly, it has emerged that public universities have more and better qualified staff than the private ones. Data shows that 27% of all the staff with PhD are in public universities compared to 64

75 only 9% in private universities. The same pattern obtains for staff with masters qualifications. This is a cause for worry as it means that there are very few academic leaders to mentor scholars in the sector. The proportion of staff with PhD (5,604) to the total enrolment of students (539,749) is 1 to 98; which is far above the UNESCO accepted level of 1 to 30. Thirdly, data has also revealed a worrying situation of gender representation. Of the 5,604 PhD holders, only 9% are female, while 26% are male. This is almost one third of the male. The statistics for masters are slightly better with the female registering 19% and male 34%. The female are almost half the number of the male. There is need to find a mechanism for supporting the female staff to earn PhD qualification. 65

76 Chapter Six Universities Academic Staff Distribution by Rank 6.1 Introduction This chapter provides information of academic staff by rank in public and private universities. The academic staff are categorized into five levels namely: professors, senior lecturers and lecturers, assistant lecturers and graduate assistants. This chapter therefore leaves out academic staff who are holders of diploma qualification who are not part of the five levels. 6.2 Distribution of Academic Staff by Rank and University Category Table 37 represents the distribution of academic staff by rank and university category. It is observed that public universities had three quarters (75%) of the entire academic staff in the university sector; while private universities only had (25%). Majority of staff were in the rank of lecturers (39%) and assistant lecturers (32%). The remaining staff were composed of professors (10%), senior lecturers (13%) and assistant lecturers (6%). This was a skewed distribution with worrisome implications to mentorship and academic leadership in universities. Universities in South Africa have more staff in the higher ranks (senior lecturer and professor) than in the lower cadre (Higher Education in Africa, 2010). Rank Total Professors Senior Lecturers Lecturers Assistant Lecturers Graduate Assistants University Public Count 1,335 1,555 4,225 3, ,828 Category University % of 9% 10% 26% 24% 6% 75% Total Private Count ,985 1, ,173 University % of 2% 2% 13% 7% 1% 25% Total Total Count 1,668 2,010 6,210 5,080 1,033 16,001 % of Total 10% 13% 39% 32% 6% 100% Table 37: Academic Staff in Public and Private University by Rank Figure 30 is a graphical presentation of academic staff distribution by Rank public and private universities. 66

77 Distribution of Academic Staff by Rank 40% 39% 32% 30% 20% 10% 10% 13% 6% 0% Professor (1668) Senior Lecturer (2010) Lecturer (6210) Assistant Lecturer (5080) Graduate Assistant (1033) Figure 30: Distribution of Academic Staff by Rank 6.3 Distribution of Academic Staff by Gender and Rank In terms of gender, the academic staff composition stood at 68% male and 32% female. The male staff dominated in all ranks, except in the rank of graduate assistant where the difference was only 1%. The gender gap widened at the ranks of senior lecturers and professors. An analysis of gender disparities in public and private universities revealed that the gap was much wider in public than in private universities. However, female staffs were generally underrepresented in all academic ranks. Table 41 provides this information. Professors Senior Lecturers Rank Lecturers Assistant Lecturers Graduate Assistants Gender Male Count 1,403 1,511 4,153 3, ,910 Total % of 9% 9% 26% 20% 4% 68% Total Female Count ,057 1, ,091 % of 2% 3% 13% 11% 3% 32% Total Total Count 1,668 2,010 6,210 5,080 1,033 16,001 % of Total 10% 13% 39% 32% 6% 100% Table 38: Distribution of Academic Staff by Gender and Rank 67

78 Figure 31 shows the gender composition of teaching staff in public and private universities. It is quite clear that the gap between the male and female was bigger in public than private universities ,51% ,23% 2679,17% 1494,9% Public Chartered Universities Private Chartered Universities Male Female Figure 31: Staff Distribution in Public Chartered Universities and Private Chartered Universities Figure 31: Distribution of Academic Staff by University Category and Gender. Gender of Teaching Staff in Public and Private Universities 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0 Male Female Total Male Female Total Professors Other Lecturers Public Universities Private Universities Figure 32: Academic Staff in Public and Private Universities 68

79 6.4 Distribution of Academic Staff by University Category and Gender The majority of the academic staff were found in public universities and their constituent colleges (74%); followed by private chartered universities and their constituent colleges (20%) and remainder 5% were found in universities with Letters of Interim Authority (LIA). Although there was a lot of cross-university movement by the academic staff; most of them were employed on permanent terms in public universities. Private University Constituent Colleges Public University Constituent Colleges University category Private Universities with Letter of Interim Authority Private Chartered Universities Public Chartered Universities Total Gender Male Count % 1% 3% 3% 12% 48% 68% Female Count % % 2% 2% 7% 21% 32% Total Count % 1% 5% 5% 19% 69% 100% Table 39: Academic Staff by University Category and Gender 6.5 Distribution of Academic Staff per Cluster Data on academic staff per cluster programme is very important as it shows the specific areas where the universities have adequate capacity. From Table 40, the cluster of Business Administration had the highest level of staff at 19%; followed by Health and Welfare (11%); Humanities and Arts (10%); Education (Arts) and Life and physical Sciences both at 9%. The clusters with the least academic concentration were Architecture; Education (Science); Law; Services; Security and Conflict Resolution, Teacher Training and Veterinary all of which had 1%. The remaining clusters had academic staff proportion ranging from 2% to 6%. Clearly there is a big divide between the number of staff in Science-oriented and Humanities, with the latter having most of the staff (58%). This would translate into low staff to student ratio as will be seen in subsequent analyses. 69

80 Table 40: Distribution of Academic Staff as per Cluster S/No. Clusters Count Percent 1 Agriculture, Forestry and Fisheries 903 6% 2 Architecture 231 1% 3 Business and Administration 3,082 19% 4 Computing 893 6% 5 Education (Arts) 1,465 9% 6 Education (Science 152 1% 7 Engineering 762 5% 8 Environment 512 3% 9 Health and Welfare 1,753 11% 10 Humanities and Arts 1,635 10% 11 Journalism and Information 360 2% 12 Law 376 2% 13 Life and Physical Sciences 1,515 9% 14 Manufacturing 50 % 15 Mathematics and Statistics 515 3% 16 Security and Conflict Resolution 128 1% 17 Services 196 1% 18 Social and Behavioral Sciences 1,002 6% 19 Teacher Training 127 1% 20 Veterinary 202 1% 21 Other 142 1% Total 16, % 6.6 Academic Staff as per Cluster and Rank An analysis of the spread of academic staff along the five ranks gives some interesting insights about staff in universities. Table 41 shows that most professors were found in the science-related fields: Agriculture 211 (1%); Health and welfare 250 (2%); Life and Physical Sciences 248 (2%). On the other hand staff in the rank of lecturers were concentrated in Business and Humanities. Specifically, 1,358 (8%) lecturers were in Business and Administration; 726 (5%) lecturers were in Humanities and Arts and 581 (4%) lecturers were in Education (Arts). Staff of the rank of assistant lecturers were mainly concentrated in Business and Administration 1240 (8%) and Education (Arts) 543 (3%). Table 41 shows academic staff per cluster and rank. 70

81 Rank S/No. Clusters Professors Senior Lecturers Assistant Graduate Total Lecturers Lecturers Assistants 1 Agriculture, Forestry and Fisheries % 1% 2% 1% 0% 6% 2 Architecture % % 1% % % 1% 3 Business and Administration ,358 1, ,082 1% 2% 8% 8% 1% 19% 4 Computing % 1% 2% 2% % 6% 5 Education (Arts) ,465 1% 1% 4% 3% % 9% 6 Education (Science % % % % % 1% 7 Engineering % 1% 1% 1% 1% 5% 8 Environment % % 1% 1% % 3% 9 Health and Welfare % 2% 5% 2% 1% 11% 10 Humanities and Arts % 1% 5% 3% 0% 10% 11 Journalism and Information % % 1% 1% % 2% 12 Law % % 1% 1% % 2% 13 Life and Physical Sciences % 1% 3% 3% 1% 9% 14 Manufacturing % % % % % % 15 Mathematics and Statistics % % 1% 1% % 3% 16 Security and Conflict Resolution % % % % % 1% 17 Services % % % 1% % 1% 18 Social and Behavioral Sciences ,002 1% 1% 3% 2% % 6% 19 Teacher Training % % % % % 1% 20 Veterinary

82 % % % % % 1% 21 Other % % % % % 1% Total 1,668 2,010 6,210 5,080 1,033 16,001 10% 13% 39% 32% 6% 100% Table 41: Proportion of Academic Staff per Cluster and Rank in Universities Analysis of the distribution of academic staff per cluster and university category shows that the majority (69%) of the staff are in public chartered universities; followed by private chartered universities (19%). The remaining (12%) are in the constituent colleges and those with Letters of Interim Authority. It implies these young institutions are operating on thread-bare staff and have to rely extensively on part-time lecturers. This may not augur well for them, as they require a lot support and mentorship at that critical stage of growth. Table 42 gives a summary of this information. Clusters Agriculture, Forestry and Fisheries Private University Constituent Colleges Public University Constituent Colleges University category Private Universities with Letter of Interim Authority Private Chartered Universities Public Chartered Universities Total % % % % 5% 6% Architecture % 0% 0% 0% 1% 1% Business and Administration % 2% 2% 6% 10% 19% Computing % 0% 1% 2% 3% 6% Education (Arts) % % % 2% 6% 9% Education (Science % 0% 0% 0% 1% 1% Engineering % 0% 0% 0% 5% 5% Environment % 0% 0% 0% 3% 3% Health and Welfare % % 1% 2% 8% 11% Humanities and Arts % % 1% 3% 6% 10% 72

83 Journalism and Information % % % 1% 1% 2% Law % 0% 0% 1% 1% 2% Life and Physical Sciences % 0% 0% 0% 9% 9% Manufacturing % 0% 0% 0% 0% 0% Mathematics and Statistics % 0% 0% 0% 2% 3% Security and Conflict Resolution % 0% 0% 0% 1% 1% Services % 0% 0% 0% 1% 1% Social and Behavioral Sciences % % % 2% 4% 6% Teacher Training % 0% 0% 0% 1% 1% Veterinary % 0% 0% 0% 1% 1% Other % 0% 1% 0% 0% 1% Total % 5% 5% 19% 69% 100% Table 42: Distribution of Academic Staff per Cluster and University Category 73

84 Other Veterinary Teacher Training Social and Behavioral Sciences Services Security and Conflict Resolution Mathematicsa and Statistics Manufacturing Life and Physical Sciences Law Journalism and Information Humanities and Arts Health and Welfare Enivironment Engineeering Education (Science Education (Arts) Computing Business and Administration Architecture Agriculture, Forestry and Fisheries Private Universities Constituent Colleges Public Universities Constituent Colleges Private Universities with Letters of Interim Authority Private Chartered Universities Public Chartered Universities 0% 20% 40% 60% 80% 100% Figure 33: Academic Staff per Cluster & University Category Figure 33 is a further illustration of the dominance public universities (blue shade) have in as far as staffing is concerned. It is followed closely by private chartered universities (yellow shade), which have a high presence of staff in some clusters such as Business and Administration, Computing, Information and Journalism, and Law. 6.7 Academic Staff per Cluster in Public and Private Universities There were 16,001 academic staff by rank in public and private universities consisting of 11,828 in public and 4,173 in private universities. Business and Administration cluster had the highest number of academic staff at 3,082 representing 20% of the total academic staff. Health and Welfare cluster had 1,753 teaching staff representing 11% followed by Humanities & Arts cluster with 1,635 representing 10%. The clusters with the smallest number of academic staff were Manufacturing, Security and Conflict Resolution and Education (Science) and Architecture with 50, 128, 152 and 231 respectively. All these clusters registered a proportion less than 1% of the total teaching staff in public universities. Table 41 shows the number of teaching staff in public 74

85 and private universities. In Chapter two of this report, it was observed that most students were enrolled in Business and Administration, and Humanities & Arts clusters that the data in this chapter confirms with more faculty staff compared to those with few enrolments. Unless this pattern is controlled, the country will continue witnessing mass production of graduates in Business Administration, and Humanities and Arts, in contradiction to the current focus on science, technology and innovation for industrialization agenda as espoused in the Kenya Vision Table 43 shows academic staff per cluster in public and private universities Clusters Public Universities Private Universities Total Agriculture, Forestry and Fisheries % 0% 5% Architecture % 0% 1% Business and Administration 1,883 1,199 3,082 12% 8% 20% Computing % 3% 6% Education (Arts) 1, ,465 6% 2% 8% Education (Science) % 0% 1% Engineering % 0% 5% Environment % 0% 3% Health and Welfare 1, ,753 8% 3% 11% Humanities and Arts ,635 6% 4% 10% Journalism and Information % 1% 2% Law % 1% 2% Life and Physical Sciences 1, ,515 9% 0% 9% Manufacturing % 0% 0% Mathematics and Statistics

86 2% 0% 2% Security and Conflict Resolution % 0% 1% Services % 0% 1% Social and Behavioral Sciences ,002 4% 2% 6% Teacher Training % 0% 1% Veterinary % 0% 1% Other % 1% 1% Total 11,828 4,173 16,001 74% 26% 100% Table 43: Academic Staff per Cluster in Public and Private Universities Analysis of these two broad categories of universities of the staffing levels per cluster shows that public universities generally have higher staff levels compared with private universities in all the clusters offered. But there exists a striking similarity in the portion of academic staff for some clusters. Business and Administration; Health and Welfare and Education (Arts) registered high staff levels in both public and private universities. It is worth noting that since private universities do not offer some clusters especially those that are science-oriented, there were no academic staff for those clusters. 76

87 Agriculture, Forestry and Fisheries Architecture Business and Administration Computing Education (Arts) Education (Science Engineeering Enivironment Health and Welfare Humanities and Arts Journalism and Information Law Life and Physical Sciences Manufacturing Mathematicsa and Statistics Security and Conflict Resolution Services Social and Behavioral Sciences Teacher Training Veterinary Other Staff Academic Staff in Public and Private Universities Public Private Clusters Figure 34: Academic Staff in Public and Private Universities Figure 34 further illustrates the proportion of academic staff per cluster in Public and private universities. It is apparent that there were more in public universities than private universities. 6.8 Academic Staff to Student Ratio per Cluster in Public Universities Staff to student ratio is one of the most important statistics in any learning institution. This helps in determining the loading levels of the faculty, adequacy of learning space and availability of materials for teaching and learning. Data presented in Table 46 shows the teacher student ratio in public universities. Three clusters stand out as having a relatively high teacher student ratio. These were Education (Science) (1:186); Education (Arts) (1:66) and Business and Administration (1:50). 77

88 The clusters with the least ratio included Veterinary, Law, Environment, Health and Welfare and Architecture. The overall staff: student ratio in public universities is 1: 39. This data is presented in Table 44 below. Clusters No. of Staff No. of Students Ratio Agriculture, Forestry and Fisheries ,648 1: 33 Architecture 231 5,057 1: 22 Business and Administration ,331 1: 50 Computing ,137 1: 34 Education (Arts) ,188 1: 66 Education (Science ,772 1: 186 Engineering ,710 1: 29 Environment 433 9,587 1: 22 Health and Welfare ,599 1: 18 Humanities and Arts ,179 1: 42 Journalism and Information ,298 1: 46 Law 210 3,642 1: 17 Life and Physical Sciences ,385 1: 23 Manufacturing 50 2,290 1: 46 Mathematics and Statistics ,396 1: 33 Security and Conflict Resolution 128 5,126 1: 40 Services 172 8,934 1: 52 Social and Behavioral Sciences ,491 1: 48 Teacher Training 124 5,673 1: 46 Veterinary 193 1,122 1: 6 Other 23 10,255 Total 11, ,820 1: 39 Table 44: Academic Staff to Student Ratio per Cluster in Public Universities Academic Staff to Student Ratio per Cluster in Private Universities In private universities the trend was the same except that the numbers were much lower than in the public universities. The overall staff to student ratio in private universities was 1: 19. These statistics are provided in Table 45 below. 78

89 Clusters No. of Staff No. of Students Ratio Agriculture, Forestry and Fisheries : 3 Architecture Business and Administration 1,199 26,892 1: 22 Computing 441 7,513 1: 17 Education (Arts) ,181 1: 24 Education (Science 8 3,660 1: 458 Engineering : 162 Environment : 3 Health and Welfare 415 6,979 1: 17 Humanities and Arts 673 5,960 1: 9 Journalism and Information 112 3,325 1: 30 Law 166 3,519 1: 21 Life and Physical Sciences : 6 Manufacturing Mathematics and Statistics : 5 Security and Conflict Resolution Services : 17 Social and Behavioral Sciences 308 4,882 1:16 Teacher Training 3 1,272 1: 424 Veterinary : 3 Other 119 1,239 1: 10 Total ,929 1: 19 Table 45: Academic Staff to Student Ratio per Cluster in Private Universities 6.9 Academic Staff to Student Ratio per Cluster in Public and Private Universities The overall staff student ratio was 1:34. The cluster, which had the highest staff to student ratio was education (science) with 1:200. This was followed by Education (Arts) with 1:54, Services with 1:48 and Others with 1:81. The lowest staff to student ratio of 1:6 was recorded in Veterinary cluster. Others include Health and Welfare with 1:17, Law with 1:19 and Architecture with 1:22. Table 46 shows the staff student ratio in public and private universities.io. 79

90 Clusters Total No. Staff Total No. Students Ratio Agriculture, Forestry and Fisheries ,916 1: 30 Architecture 231 5,057 1: 22 Business and Administration ,223 1: 39 Computing ,650 1: 25 Education (Arts) ,368 1: 54 Education (Science) ,432 1: 200 Engineering ,872 1: 29 Environment 512 9,843 1: 19 Health and Welfare ,578 1: 17 Humanities and Arts ,139 1: 28 Journalism and Information ,623 1: 41 Law 376 7,161 1: 19 Life and Physical Sciences ,569 1: 23 Manufacturing 50 2,293 1: 46 Mathematics and Statistics ,834 1: 29 Security and Conflict Resolution 128 5,890 1: 46 Services 196 9,341 1: 48 Social and Behavioral Sciences ,373 1: 38 Teacher Training 127 6,945 1: 55 Veterinary 202 1,148 1: 6 Other ,494 1: 81 Total 16, ,749 1: 34 Table 46: Combined Public and Private Teaching Staff and Student Ratio The staff to student ratios obtained in public universities (1:39) are the same as those of Ghana (1:39) in 2006/2007, when the statistics were collected (Tettey, 2010). However, Ghana s private universities have more pressure on the academic staff as the ratio stands at 1:41; compared to the Kenyan case (1:19). On the other hand, South Africa, maintained an average ratio above 1:40 during the period (ibid). But the OECD and EU countries averages were recorded at 1:16 and 1:16 respectively in (UNESCO Institute of Statistics downloaded from 80

91 For Kenya, these impressive Staff to student ratio may not be attained in the near future as more students are enrolling than the staff development programmes. 81

92 Chapter Seven University Graduations 7.1 Introduction University graduation rates illustrate a country s capacity to provide future human resource with specialized knowledge and skills. Incentives to obtain a university degree remain strong; from higher salaries to better employment prospects. University education varies widely in structure and scope among countries. Graduation rates seem to be influenced by the ease of access to and flexibility in completing programmes as well as the existing demand for higher skills in the labour market. Expanding access to and linking tertiary education to the demands in the labour market are vital to knowledge-based economies; but these are even more difficult to achieve when budgets are tight. This chapter discusses graduation rates in universities both at undergraduate and post graduate levels over the last four years. The chapter begins with a summary of graduations in public and private universities. This is followed by graduations across the six university categories (public chartered universities, public university constituent colleges, private chartered universities, private university constituent colleges, private universities with LIA and registered private universities). Finally, it gives a summary of graduation by university category. 7.2 Graduation trends in Public Universities Table 45 shows graduations in public universities from 2012 to Over the period, there was a progressive increase in graduation. In 2012, a total of 23,523 students consisting of 14,159 male and 9,364 female graduated. This increased to 49,020 students consisting of 28,224 male and 20,796 female in This represented an increase of 108%. Over the four year period, a total of 143,262 students graduated with 83,736 being male and 59,525 being female students. 82

93 Public Universities Total Grand Total Male Female Male Female Male Female Male Female Male Female Bachelor 12,210 8,088 14,182 10,232 20,955 14,749 23,744 17,619 71,091 50, ,779 PGD , ,246 1,430 3,676 Masters 1,568 1,023 1,574 1,098 2,830 2,133 3,663 2,715 9,635 6, ,604 PhD ,203 Total 14,159 9,364 16,213 11,599 25,140 17,767 28,224 20,796 83,736 59, ,262 Table 47: Graduations in Public Universities Figure 35 shows graduation trends for undergraduate and post-graduate programmes in public universities. Graduation trends in Public Universities 25,000 20,000 15,000 10,000 5,000 12,210 8,088 14,182 10,232 20,955 14,749 23,744 17,619 0 Male Female Male Female Male Female Male Female Bachelor PGD Masters PhD Figure 325: Graduation trends in Public Universities 7.3 Graduation trends in Private Universities In private universities, a total of 13,324 students consisting of 6,138 male and 7,186 female graduated in The number increased to 22,323 students consisting of 10,785 male and 11,538 female in This represented an increase of 67.5%. It is imperative to note that more female than male students graduated in private universities. This is in line with the enrolment trends in private universities that showed an almost near parity for both genders. Over the four year period, a total of 74,067 students graduated with 35,292 being male and 38,775 being female students. 83

94 Private Universities Total Grand Total Male Female Male Female Male Female Male Female Male Female Bachelor 5,202 6,223 7,355 8,396 8,031 9,034 9,251 10,247 29,839 33,900 63,739 PGD ,276 Masters ,375 1,242 1,192 1,115 1,202 1,011 4,616 4,277 8,893 PhD Total 6,138 7,186 8,947 9,775 9,418 10,276 10,789 11,538 35,292 38,775 74,067 Table 48: Graduation trends in Private Universities Figure 36 shows graduation trends for undergraduate and post-graduate programmes in private universities. 12,000 Graduation trends in Private Universities 10,000 8,000 6,000 4,000 5,202 6,223 7,355 8,396 8,031 9,034 9,251 10,247 2, ,375 1,242 1,192 1,115 1,202 1, Male Female Male Female Male Female Male Female Bachelor PGD Masters PhD Figure 336: Graduation trends in Private Universities 7.4 Graduation trends in Public and Private Universities The total number of students who graduated in 2012 was 36,847 consisting of 20,297 male and 16,550 female students. This increased to 71,347 students consisting of 39,013 male and 32,334 female students in This represented 93.6% increase. This is a positive step for the country since it implies more skilled manpower for the country to meet its development agenda. Over the period 217,329 (119,028 male and 98,301 female) students graduated. Doctoral graduates attained highest level of formal education, and typically included researchers who hold PhD. Based on 2015 graduation, 0.7% of students graduated with PhD compared to 0.5% in This is in contrast to OECD countries where on average 1.6% of those who graduate attained a PhD. In terms of gender the proportion of female who graduated with PhD in 2012 was 84

95 0.16% while in 2015 the proportion of female who graduated with PhD was 0.26%. This may be attributed, in part, to the low enrolment of females in PhD programmes. In OECD countries however, more females graduate across all programme levels. Figure 47 shows graduation in undergraduate and post-graduate programmes in both public and private universities. Programme Levels Total Grand Total Male Female Male Female Male Female Male Female Male Female Bachelor 17,412 14,311 21,537 18,628 28,986 23,783 32,995 27, ,930 84, ,518 PGD ,969 4,952 Masters 2,415 1,932 2,949 2,340 4,022 3,248 4,865 3,726 14,251 11,246 25,497 PhD ,362 Total 20,297 16,550 25,160 21,374 34,558 28,043 39,013 32, ,028 98, ,329 Table 49: Graduation trends in Public and Private Universities Figure 37 shows graduation trends for undergraduate and post-graduate programmes in both public and private universities. Graduation trends in Public and Private Universities 35,000 30,000 25,000 20,000 15,000 17,412 14,311 21,537 18,628 28,986 23,783 32,995 27,866 10,000 5, ,415 1,932 2,949 4,022 4,865 2,340 3,248 3,726 Male Female Male Female Male Female Male Female Bachelor PGD Masters PhD Figure 347: Graduation trends in Public and Private Universities The completion rates were quite low at the post-graduate levels. This may be attributed to research timelines, for instance, the process of developing and approving the research proposals takes time. By the time the students are allowed to go to the field to collect data, it is usually towards the second half of their second year. They thus have barely enough time to collect e data and write the thesis in readiness for examination. In certain instances where they deal with human subjects, there is the added hurdle of the Ethical Review Committee which takes time given the limited 85

96 number of institutions with authorized Ethical Review Committees (Status Report on State of Post- Graduate Training in Kenya, CUE, 2016). 7.5 Graduation trends per University Category Public Chartered Universities Graduation Trends In public chartered universities, there was a general increase in graduands numbers over the years. In 2012, a total of 23,182 students graduated consisting of 13,910 male and 9,272 female students. The number increased to 48,657 students in 2015 consisting of 27,981 male and 20,676 female students representing 110% increase. Over the four year period, a total of 141,768 (82,720 male and 59,048 female) students graduated from public chartered universities. This represented 65% of the total graduands for the period. This is shown in Table 50. Programme Level Total M F T M F T M F T M F T M F T Bachelor 11,966 7,999 19,965 13,878 10,082 23,960 20,755 14,640 35,395 23,507 17,501 41,008 70,106 50, ,328 PGD , , ,246 1,430 3,676 Masters 1,563 1,020 2,583 1,569 1,098 2,667 2,815 2,126 4,941 3,657 2,713 6,370 9,604 6,957 16,561 PhD ,203 Total 13,910 9,272 23,182 15,904 11,449 27,353 24,925 17,651 42,576 27,981 20,676 48,657 82,720 59, ,768 Table 50: Public Chartered Universities Graduation Trends Figure 38 shows graduation trends for undergraduate and post-graduate programmes in public chartered universities. Graduation Trends in Public Chartered Universities 50,000 40,000 30,000 20,000 10, ,395 41,008 23,960 19,965 20,755 23,507 11,966 13,878 14,640 7,999 10,082 17,501 M F T M F T M F T M F T PGD Bachelors Masters PhD Figure 358: Graduation Trends in Public Chartered Universities 86

97 7.5.2 Public University Constituents Colleges Table 51 shows graduation trends in public university constituent colleges. There was a general increase in graduation numbers over the years. In 2012, the total graduates were 341 students consisting of 249 male and 92 female students. The number went up to 363 in 2015 consisting of 243 male and 120 female students representing 6.5% increase. Over the four year period, a total of 1,494 (1,016 male and 478 female) students graduated from public university constituent colleges. This represented a paltry 0.7% of the total graduands for the period. Programme Level Total M F T M F T M F T M F T M F T Bachelor ,451 PGD Masters PhD Total , ,494 Table 51: Public University Constituent Colleges Figure 39 shows graduation trends for undergraduate and post-graduate programmes in public universities constituent colleges. Graduation trends in Public University Constituent Colleges M F T M F T M F T M F T Bachelor PGD Masters PhD Figure 369: Graduation Trends in Public University Constituent Colleges

98 7.5.3 Private Chartered Universities Graduation Trends Table 52 shows graduation trends in private chartered universities. There is a general increase in graduation numbers over the years. In 2012, a total of 12,904 students consisting of 5,876 male and 7,028 female graduated. The number increased to 21,326 students in 2015 consisting of 10,228 male and 11,098 female students representing 65% increase. Over the four year period, a total of 71,167 (33,531 male and 37,636 female) students graduated representing an increase of 32.7% of the total graduands for the period. Programme Level Total M F T M F T M F T M F T M F T Bachelor 4,995 6,114 11,109 7,105 8,288 15,393 7,714 8,864 16,578 8,941 10,043 18,984 28,755 33,309 62,064 PGD Masters ,675 1,281 1,170 2,451 1,137 1,088 2,225 1, ,133 4,366 4,118 8,484 PhD Total 5,876 7,028 12,904 8,475 9,498 17,973 8,948 10,007 18,955 10,232 11,103 21,335 33,531 37,636 71,167 Table 52: Private Chartered Universities Graduation Trends Figure 40 shows graduation trends for undergraduate and post-graduate programmes in private chartered universities. Graduation Trends in Private Chartered Universities 20,000 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2, ,984 15,393 16,578 11,109 10,043 8,288 8,864 8,941 7,105 7,714 6,114 4, ,675 1,281 1,170 2,451 1,137 1,088 2,225 1, ,133 M F T M F T M F T M F T Bachelor PGD Masters PhD Figure 40: Graduation Trends in Private Chartered Universities 88

99 7.5.4 Private Constituent University Graduation Trends Table 53 shows graduations in private university constituent colleges. There was a general increase in graduands over the years. In 2012, the total graduates were 225 students consisting of 185 male and 40 female students. The number increased to 327 students in 2015 consisting of 207 male and 120 female students representing 45% increase. Over the four year period, a total of 1,152 (801 male and 351 female) students graduated from private university constituent colleges. This represented a paltry 0.5% of the total graduands for the period. Programme Level Total M F T M F T M F T M F T M F T Bachelor PGD Masters PhD Total ,152 Table 53: Private Constituent University Graduation Trends Figure 41 shows graduation trends for undergraduate and post-graduate programmes in private university constituent colleges. GraduationTrends in Private University Constituent Colleges M F T M F T M F T M F T Bachelor PGD Masters PhD Figure 41: Private Constituent University Graduation Trends 89

100 7.5.5 Private Universities with Letters of Interim Authority Graduation Trends Table 54 shows graduation trends in private universities with Letters of Interim Authority. There was a general increase in graduation numbers over the years. In 2012, the total graduands were 161 students consisting of 49 male and 112 female students. The number increased to 595 students in 2015 consisting of 294 male and 301 female students representing 270% increase. Over the four year period, a total of 1,491 (745 male and 746 female) students graduated. This represented a paltry 0.7% of the total graduands for the period. Programme Level Total M F T M F T M F T M F T M F T Bachelor PGD Masters PhD Total ,491 Table 537: Private Universities with Letters of Interim Authority Graduation Trends Figure 42 shows graduation trends for undergraduate and post-graduate programmes in private universities with Letters of Interim Authority. Graduation trends in Private Universities with Letters of Interim Authority M F T M F T M F T M F T Bachelor PGD Masters PhD Figure 42: Private Universities with Letters of Interim Authority Graduation Trends 90

101 7.5.6 Registered Private Universities Graduation Trends Table 55 shows graduation trends in registered private universities. There was a general increase in graduation numbers over the years. In 2012, the total graduands were 34 students consisting of 28 male and 6 female students. The number increased to 70 students in 2015 consisting of 56 male and 14 female students representing a 105% increase. Over the four year period, a total of 257 (215 male and 42 female) students graduated. This represented a paltry 0.1% of the total graduands for the period. Programme Level Total M F T M F T M F T M F T M F T PGD Bachelors Masters PhD Total Table 55: Registered Private Universities Graduation Trends Figure 43 shows graduation trends for undergraduate and post-graduate programmes in registered private universities. Graduation Trends in Registered Private Universities M F T M F T M F T M F T Bachelor PGD Masters PhD Figure 43: Registered Private Universities Graduation Trends 91

102 7.5.7 Graduation Trends in Public and Private Universities Table 56 shows graduation trends in both public and private universities. There was a general increase in graduations over the years with a slight decrease in A total of 36,844 students graduated in In 2013, 2014 and 2015, the graduation numbers were 46,530; 62,639 and 71,338 respectively. This represented an increase of 26.3%, 34.6% and 13.9% respectively. The increase in the number of graduands in 2015 may be attributed to the fact that a number of universities usually conduct two graduations in one year with the data capturing only one cycle. Over the four year period the total graduates were 217,329. Of the four programmes levels, bachelor s degree accounted for the highest number of graduates at 185,518 representing 85%. This was followed by master s programme at 25,497 representing 12%, postgraduate diploma programme at 4,952 representing 2.4% and the least was doctorate programme at 1,362 representing 0.6%. Programme Level Total M F T M F T M F T M F T M F T Bachelor 17,412 14,311 31,723 21,537 18,628 40,165 28,986 23,783 52,769 32,995 27,866 60, ,930 84, ,518 PGD , , ,426 2,983 1,969 4,952 Masters 2,415 1,932 4,347 2,949 2,340 5,289 4,022 3,248 7,270 4,865 3,726 8,591 14,251 11,246 25,497 PhD ,362 Total 20,297 16,550 36,847 25,160 21,374 46,534 34,558 28,043 62,601 39,013 32,334 71, ,028 98, ,329 Table 56: Graduation Trends in Public and Private Universities Figure 44 shows graduation trends for undergraduate and post-graduate programmes in all universities. 92

103 Graduation Trends in Public and Private Universities 70,000 60,000 50,000 40,000 30,000 20,000 10,000 0 M F T M F T M F T M F T Bachelor PGD Masters PhD Figure 44: Graduation Trends in Public and Private Universities Figure 45 shows the gender distribution among the graduates with male graduands representing 55% while female graduands representing 45% of the total graduands in all levels. Distribution of Graduates by Gender in Universities Female, 45% Male, 55% Figure 45: Distribution of Graduates by Gender in Universities 93

104 7.5.8 Graduation Trends per Cluster in Public and Private Universities Table 57 shows the graduation trends per cluster in public and private universities. It is observed that majority of graduates were in the clusters of Business and Administration; Education (Arts); and Humanities and Arts with 31.0%, 18.0% and 8.3% respectively. Architecture, Computing, Engineering, Health and Welfare; and Life and Physical Sciences had 0.6%; 5.3%; 3.5%; 6.0% and 3.7% graduates respectively. Manufacturing and Veterinary clusters each had 0.1%. Comparatively, public universities graduated more students than private universities. This was mainly attributed to higher enrolments in public universities and the variety of programmes offered. Public Universities Private Universities Total Clusters Proportion M F T M F T M F T Agriculture, Forestry and Fisheries 3,339 2,042 5, ,604 2,173 5, % Architecture , , % Business and administration 22,748 16,669 39,417 13,175 14,827 28,002 35,923 31,496 67, % Computing 4,255 1,527 5,782 3,730 1,912 5,642 7,985 3,439 11, % Education (Arts) 12,826 11,309 24,135 6,388 8,594 14,982 19,214 19,903 39, % Education (Science) 3,950 2,183 6,133 1, ,624 5,580 3,177 8, % Engineering 6,209 1,364 7, ,240 1,370 7, % Environment 1,978 1,253 3, ,018 1,319 3, % Health and Welfare 4,397 3,909 8,306 2,221 2,465 4,686 6,618 6,374 12, % Humanities and Arts 6,877 6,926 13,803 2,502 1,641 4,143 9,379 8,567 17, % Journalism and Information 1,626 1,687 3, ,433 2,066 2,259 3,120 5, % Law 1,642 1,564 3, ,848 2,500 2,554 5, % Life Science and Physical Science 4,968 3,054 8, ,993 3,100 8, % Manufacturing % Mathematics and Statistics 2,336 1,239 3, ,425 1,361 3, % Security and Conflict Resolution 1, , , , % Services , ,001 1, % Social and Behavioral Science 2,373 1,949 4,322 1,053 2,214 3,267 3,426 4,163 7, % Teacher Training , ,527 2,344 1,629 2,457 4, % Veterinary % Other ,661 1,568 3,229 1,671 1,572 3, % Total 83,736 59, ,262 35,292 38,775 74, ,028 98, , % Table 57: Graduation trends per Cluster in Public and Private Universities 94

105 7.6 Graduation Trends per Cluster Gender The distribution of graduates by clusters of study is driven by the relative popularity of these clusters among students, the relative number of positions offered in universities and equivalent institutions, and the degree structure of the various disciplines in the country. University graduates in most clusters of study are predominately male. This is especially true in the clusters of engineering, manufacturing, veterinary and architecture in which they represent 82%, 79%, 72% and 72%, respectively. In contrast, males represent only a small proportion of the degrees in the clusters of teacher training (40%) and journalism and information (42%). Table 58 shows disparities in graduation trends between male and female in various clusters. Total Proportion Clusters Male Female Total Male Female Agriculture, Forestry and Fisheries 3,604 2,173 5,777 62% 38% Architecture ,283 72% 28% Business and administration 35,923 31,496 67,419 53% 47% Computing 7,985 3,439 11,424 70% 30% Education (Arts) 19,214 19,903 39,117 49% 51% Education (Science) 5,580 3,177 8,757 64% 36% Engineering 6,240 1,370 7,610 82% 18% Environment 2,018 1,319 3,337 60% 40% Health and Welfare 6,618 6,374 12,992 51% 49% Humanities and Arts 9,379 8,567 17,946 52% 48% Journalism and Information 2,259 3,120 5,379 42% 58% Law 2,500 2,554 5,054 49% 51% Life Science and Physical Science 4,993 3,100 8,093 62% 38% Manufacturing % 21% Mathematics and Statistics 2,425 1,361 3,786 64% 36% Security and Conflict Resolution 1, ,147 68% 32% Services 808 1,001 1,809 45% 55% Social and Behavioral Science 3,426 4,163 7,589 45% 55% Teacher Training 1,629 2,457 4,086 40% 60% Veterinary % 28% Other 1,671 1,572 3,243 52% 48% Total 119,028 98, ,329 55% 45% Table 58: Graduation Trends per Cluster by Gender 95

106 Chapter Eight Universities Income and Expenditure 8.1 Introduction University education is an important sub-sector in national economic performance and a major determinant of an individual s social mobility. However, University education is costly, and faces competing imperatives for public spending. Its financing is therefore important and immensely sensitive politically. Like most African countries, at independence (1963) university education in Kenya was historically free, with the public coffers covering both tuition and living expenses. This was due to the desire by the Government then to create highly trained manpower that would replace the departing colonial administrators. During the 1980 s, many African countries experienced financial constraints due to poor economic performance, rapid population growth and structural adjustment programmes. Universities therefore faced stiff competition from other sectors for the limited government financial resources. A reduction in the budget for universities coupled with the poor performance of the sector in promoting access and equity led the government of Kenya to introduce a mechanism for cost-sharing and user charges in universities. Under this new policy, students and/or their parents were required to cover both tuition fees and contribute to the costs of living expense. A student loan programme, the Higher Education Loans Board (HELB), was also established to enable the needy students to access university education. The underfunding of universities brought about the need for institutions to look for alternative income generating sources. This led to universities introducing a dual track tuition policy known as the privately sponsored student programme (PSSP) or Module II programme where students meet the full cost of university education without government subsidy. This chapter discusses incomes and expenditures of universities in Kenya. It gives an analysis of the main sources of income received by universities and their expenditures. The income streams are classified into four namely: government capitation, student fees, research grants and other incomes while the expenditure items are classified into four namely: staff costs, capital 96

107 development, maintenance and other expenses. Finally, a comparison of the income and expenditure per university classification/category is discussed to establish whether a surplus or a deficit was realized by universities. 8.2 Summary of Income and Income Streams in Public and Private Universities Table 59 shows that the university sector received a total income of Ksh Billion from all the four income streams. Public universities received the highest share of Ksh Billion while private universities received Ksh Billion. Private universities did any income from government. This explains their low income. The highest income was received from students fees at Ksh Billion. Though private universities main source of income was students fees, public universities had the largest share of income from students fees receiving Ksh Billion compared to Ksh Billion received by private universities. Public universities were the only recipients of government capitation for the period, receiving Ksh Billion. Universities attracted only Ksh. 16 Billion for research during the period. Of this, private universities had the least research grants at Ksh. 1.5 Billion compared to public universities research grants of Ksh Billion. University Category Income and Income Streams (Ksh. Millions) Academic Years Government Capitation Student Fees Research Grants Other Incomes Grand Total Public Universities 133, , , , , Private Universities 0 53, , , , Total 133, , , , , Table 59: Public and Private Universities Income and Income Streams 8.3 Proportion of Income in Public and Private Universities Students fees contributed 50% of total incomes of all universities. This was followed by government capitation which contributed 39%, other incomes contributed 7% while Research grants contributed only 5%. In public universities 48% of income came from government capitation, 42% from students fees and research grants and other incomes each contributed 5%. 97

108 Students fees contributed 81% of private universities incomes, other incomes contributed 17% and research grants contributed only 2%. Table 60 shows public and private universities proportion income. Income and Income Streams (Ksh. Millions) Academic Years University Category Government Capitation Student Fees Research Grants Other Incomes Public Universities 48% 42% 5% 5% Private Universities 0% 81% 2% 17% Total 39% 50% 5% 7% Table 60: Public and Private Universities Proportion Income Figure 46 is a graphical illustration of the proportion of income streams in public and private universities. Proportion of income streams in Public and Private Universities 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 48% GOVERNMENT CAPITATION 0% 81% 42% 17% 5% 2% 5% STUDENT FEES RESEARCH GRANTS OTHER INCOMES Public Universities Private Universities Figure 37: Proportion of income streams in Public and Private Universities 8.4 Universities Expenditure and Expenditure Items University expenditure includes both current and capital expenditure. Current expenditure by universities takes account of the spending on university resources used each year for operations. It includes, for instance, the compensation of academic staff and other staff, students meals or the renting of school buildings and other facilities. Capital expenditure by universities refers to spending on assets that last longer than one year. It includes, for instance, spending on the construction, renovation and major repair of buildings. 98

109 Decisions about how resources are allocated affect the material conditions under which instruction takes place and can also influence the nature of instruction. This section describes the expenditure items on which income generated by universities is spent. 8.5 Summary of Expenditure and Expenditure Items in Public and Private Universities University sector spent a total of Ksh Billion in the period under review. Public universities incurred the highest amount expenditure at Ksh Billion while private universities spent Ksh Billion. Staff costs took the highest amount at Ksh Billion. Of this, public universities spent Ksh Billion and private universities spent Ksh Billion. On other expenditures, the universities spent Ksh Billion. On this expenditure item, public universities spent Ksh Billion while private universities spent Ksh Billion. On buildings, the universities spent ksh Billion with public universities spending ksh Billion while private universities spent ksh Billion. The universities spent the least amount on maintenance at ksh Billion. Of this amount, public universities spent ksh Billion while private universities spent ksh Billion. Table 61 shows the expenditure and expenditure items in public and private universities. University Category Expenditure and Expenditure Items (Ksh. Millions) Academic Years Total Expenditure Staff Costs Building Costs Maintenance Costs Other Expenditure Public Universities 165, , , , , Private Universities 31, , , , , Total 197, , , , , Table 61: Expenditure and Expenditure Items in Public and Private Universities 8.6 Proportion of Expenditure Items Universities spent most of their money on staff costs which took 56% of their total expenditure. Other expenditures took 23%, building cost took 12% and maintenance took 9%. Public universities used 59% on staff costs, 22% on other expenditures, building cost took 12% and 8% was spent on maintenance. Private universities spent 43% on staff costs, 30% on other expenditure, 12% on building cost and 14% on maintenance cost. Table 62 shows the proportion of expenditure items by public and private universities. 99

110 Expenditure and Expenditure Items (Ksh. Millions) Academic Years University Category Staff Costs Building Costs Maintenance Costs Other Expenditure Public Universities 59% 12% 8% 22% Private Universities 43% 12% 14% 30% Total 56% 12% 9% 23% Table 62: Public and Private Universities Proportion of Expenditure Items Figure 47 shows a graphical illustration of the proportion of expenditure items in public and private universities Proportion of Expenditure Items in Public and Private Universities 60% 59% 50% 40% 30% 43% 22% 30% 20% 10% 12% 12% 8% 14% 0% STAFF COSTS BUILDING COSTS MAINTENANCE COSTS OTHER EXPENDITURE Public Universities Private Universities Figure 38: Proportion of Expenditure Items in Public and Private Universities 8.7 Budget Surplus/Deficit Analysis The University sector operated on a deficit of Ksh. 8, Million. Private universities had the highest deficit of Ksh. 7, Million. Public universities had a deficit of Ksh. 1, Million. Ksh. in Millions University Category Total Income Total Expenditure Deficit/Surplus Public University 279, , (1,869.56) Private University 66, , (7,122.78) Total 345, , (8,992.34) Table 63: Public and Private Universities budget surplus/deficit 100